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3 Mathematics Curriculum
GRADE
GRADE 3 • MODULE 3
Table of Contents
GRADE 3 • MODULE 3
Multiplication and Division with Units of 0, 1, 6–9, and
Multiples of 10
Module Overview .......................................................................................................... 2
Topic E: Analysis of Patterns and Problem Solving Including Units of 0 and 1 .......... 197
Grade 3 • Module 3
Multiplication and Division with Units
of 0, 1, 6–9, and Multiples of 10
OVERVIEW
This 25-day module builds directly on students’ work with multiplication and division in Module 1. At this
point, Module 1 instruction coupled with fluency practice in Module 2 has students well on their way to
meeting the Grade 3 fluency expectation for multiplying and dividing within 100 (3.OA.7). Module 3 extends
the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within
100. Similar to the organization of Module 1, the introduction of new factors in Module 3 spreads across
topics. This allows students to build fluency with facts involving a particular unit before moving on.
The factors are sequenced to facilitate systematic instruction with increasingly sophisticated strategies and
patterns.
Topic A begins by revisiting the commutative property. Students study familiar facts from Module 1 to
identify known facts using units of 6, 7, 8, and 9 (3.OA.5, 3.OA.7). They realize that they already know more
than half of their facts by recognizing, for example, that if they know 2 × 8, they also know 8 × 2 through
commutativity. This begins a study of arithmetic patterns that becomes an increasingly prominent theme in
the module (3.OA.9). The subsequent lesson carries this study a step further; students apply the
commutative property to relate 5 × 8 and 8 × 5 and then add one more group of 8 to solve 6 × 8 and, by
extension, 8 × 6. The final lesson in this topic builds fluency with familiar multiplication and division facts,
preparing students for the work ahead by introducing the use of a letter to represent the unknown in various
positions (3.OA.3, 3.OA.4).
Topic B introduces units of 6 and 7, factors that are well suited to Level 2 skip-counting strategies and to the
Level 3 distributive property strategy, already familiar from Module 1. Students learn to compose up to and
then over the next ten. For example, to solve a fact using units of 7, they might count 7, 14, and then
mentally add 14 + 6 + 1 to make 21. This strategy previews the associative property using addition and
illuminates patterns as students apply count-bys to solve problems. In the next lesson, students apply the
distributive property (familiar from Module 1) as a strategy to multiply and divide. They decompose larger
unknown facts into smaller known facts to solve. For example, 48 ÷ 6 becomes (30 ÷ 6) + (18 ÷ 6), or 5 + 3
(3.OA.5, 3.OA.7). Topic B’s final lesson emphasizes word problems, providing opportunities to analyze and
model. Students apply the skill of using a letter to represent the unknown in various positions within
multiplication and division problems (3.OA.3, 3.OA.4, 3.OA.7).
Topic C anticipates the formal introduction of the associative property with a lesson focused on making use of
structure to problem solve. Students learn the conventional order for performing operations when
parentheses are and are not present in an equation (3.OA.8). With this student knowledge in place, the
associative property emerges in the next lessons as a strategy to multiply using units up to 8 (3.OA.5).
Units of 6 and 8 are particularly useful for presenting this Level 3 strategy. Rewriting 6 as 2 × 3 or 8 as 2 × 4
makes shifts in grouping readily apparent (see example on next page) and also utilizes the familiar factors 2,
3, and 4 as students learn the new material. The following strategy may be used to solve a problem like 8 × 5:
8 × 5 = (4 × 2) × 5
8 × 5 = 4 × (2 × 5)
8 × 5 = 4 × 10
In the final lesson of Topic C, students relate division to multiplication using units up to 8. They understand
division as both a quantity divided into equal groups and an unknown factor problem for which—given the
large size of units—skip-counting to solve can be more efficient than dividing (3.OA.3, 3.OA.4, 3.OA.7).
Topic D introduces units of 9 over three days, with students exploring a variety of arithmetic patterns that
become engaging strategies for quickly learning facts with automaticity (3.OA.3, 3.OA.7, 3.OA.9). Nines are
placed late in the module so that students have enough experience with multiplication and division to
recognize, analyze, and apply the rich patterns found in the manipulation of units of 9. As with other topics,
the sequence ends with interpreting the unknown factor to solve multiplication and division problems
(3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7).
In Topic E, students begin by working with facts using units of 0 and 1. From a procedural standpoint, these
are simple facts that require little time for students to master; however, understanding the concept of
nothing (zero) is more complex, particularly as it relates to division. This unique combination of simple and
complex explains the late introduction of 0 and 1 in the sequence of factors. Students study the results of
multiplying and dividing with units of 0 and 1 to identify relationships and patterns (3.OA.7, 3.OA.9).
The topic closes with a lesson devoted to two-step problems involving all four operations (3.OA.8). In this
lesson, students work with equations involving unknown quantities and apply the rounding skills learned in
Module 2 to make estimations that help them assess the reasonableness of their solutions (3.OA.8).
In Topic F, students multiply by multiples of 10 (3.NBT.3). To solve a fact like 2 × 30, they first model the basic
fact 2 × 3 on the place value chart. Place value understanding helps them to notice that the product shifts
one place value to the left when multiplied by 10: 2 × 3 tens can be found by simply locating the same basic
fact in the tens column.
In the subsequent lesson, place value understanding becomes more abstract as students model place value
strategies using the associative property (3.NBT.3, 3.OA.5). 2 × 30 = 2 × (3 × 10) = (2 × 3) × 10. The final
lesson focuses on solving two-step word problems involving multiples of 10 and equations with unknown
quantities (3.OA.8). As in the final lesson of Topic E, students estimate to assess the reasonableness of their
solutions (3.OA.8).
Solve problems involving the four operations, and identify and explain patterns in
arithmetic. 4
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.
(This standard is limited to problems posed with whole numbers and having whole-number
answers; students should know how to perform operations in the conventional order when
there are no parentheses to specify a particular order, i.e., Order of Operations.)
1
The balance of this cluster is addressed in Module 1.
2
The balance of this cluster is addressed in Module 1.
3
From this point forward, fluency practice with multiplication and division facts is part of the students’ on-going experience.
4
After being fully taught in Module 3, this standard (as well as 3.OA.3) continues to be practiced throughout the remainder of the
school year.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table),
and explain them using properties of operations. For example, observe that 4 times a number
is always even, and explain why 4 times a number can be decomposed into two equal
addends.
Foundational Standards
2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,
e.g., by pairing objects or counting them by 2s; write an equation to express an even number
as a sum of two equal addends.
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to
5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of objects
can be expressed as 5 × 7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects each. For example,
describe a context in which a number of shares or a number of groups can be expressed as
56 ÷ 8.
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the
number that makes 32 when multiplied by 8.
5
The balance of this cluster is addressed in Module 2.
MP.5 Use appropriate tools strategically. Students analyze problems and select the appropriate
tools and pathways to solutions. This is particularly evident as students select problem-
solving strategies and use arithmetic properties as simplifying strategies when appropriate.
MP.7 Look for and make use of structure. In this module, patterns emerge as tools for problem
solving. For example, students make use of structure as they utilize the distributive property
to establish the 9 = 10 – 1 pattern, or when they check the solution to a fact using units of 9
by making sure the sum of the digits in the product adds up to 9. They make use of the
relationship between multiplication and division as they determine unknown factors and
interpret their meanings.
Terminology
New or Recently Introduced Terms
Multiple (specifically with reference to naming multiples of 9 and 10, e.g., 20, 30, 40, etc.)
Product (the quantity resulting from multiplying two or more numbers together)
6
These are terms and symbols students have used or seen previously.
Scaffolds7
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”
Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic C Constructed response with rubric 3.OA.3
Assessment Task 3.OA.4
3.OA.5
3.OA.7
3.OA.9
End-of-Module After Topic F Constructed response and timed fluency 3.OA.3
Assessment Task with rubric 3.OA.4
3.OA.5
3.OA.7
3.OA.8
3.OA.9
3.NBT.3
7
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.
3 Mathematics Curriculum
GRADE
GRADE 3 • MODULE 3
Topic A
The Properties of Multiplication and
Division
3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.6
Focus Standards: 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not
use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then
4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows
40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that
4 times a number is always even, and explain why 4 times a number can be
decomposed into two equal addends.
Instructional Days: 3
Coherence -Links from: G2–M6 Foundations of Multiplication and Division
G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
-Links to: G3–M4 Multiplication and Area
G4–M3 Multi-Digit Multiplication and Division
In Lesson 1, students study the commutativity of familiar Module 1 facts that use units of 2, 3, 4, 5, and 10 to
discover facts that they already know using units of 6, 7, 8, and 9. For example, students recognize that if
they know 3 × 6 = 18, then they also know 6 × 3 = 18. They write out familiar facts and those known through
commutativity, organizing them in rows and columns to form the beginning of a table through which
arithmetic patterns become visible. Students finish this lesson encouraged about the work to come after
seeing that they already know more than half of their facts.
In Lesson 2, students apply commutativity in conjunction with the n + 1 strategy to solve unknown facts.
For example, students relate 5 × 8 and 8 × 5 and then add one more group of 8 to solve 6 × 8 and, by
extension, 8 × 6. Adding one more group to a known fact in order to find an unknown fact continues to
bridge student understanding in Module 1 and Module 3 as students are reminded of their prior work with
the distributive property.
Lesson 3 introduces using a letter to represent the unknown in various positions within multiplication and
division problems. In Module 1, students represented the unknown on tape diagrams, and occasionally in
equations, using a question mark. This lesson uses familiar facts to introduce the new abstraction of using a
letter as a placeholder.
Objective 2: Apply the distributive and commutative properties to relate multiplication facts 5 × n + n
to 6 × n and n × 6 where n is the size of the unit.
(Lesson 2)
Objective 3: Multiply and divide with familiar facts using a letter to represent the unknown.
(Lesson 3)
Lesson 1
Objective: Study commutativity to find known facts of 6, 7, 8, and 9.
Note: This Sprint reviews familiar multiplication facts from Module 1 and prepares students for today’s
lesson on using commutativity with known facts to find unknown facts.
Note: This activity reviews the commutative property from Module 1 and anticipates its use in today’s lesson.
T: (Project array with 3 groups of 2 circles.) Write two multiplication sentences and two division
sentences for this array.
S: (Write 3 × 2 = 6, 2 × 3 = 6, 6 ÷ 2 = 3, and 6 ÷ 3 = 2.)
Continue with the following suggested sequence: 2 groups of 9, 3 groups of 7, and 5 groups of 8.
Geri brings 3 water jugs to her soccer game to share with NOTES ON
teammates. Each jug contains 6 liters of water. How many MULTIPLE MEANS
liters of water does Geri bring? OF ENGAGEMENT:
Extend for students working above
grade level with a related word
problem with larger factors.
For example, “Kelly drinks 3 liters of
water each day. How many liters of
water does she drink in a week?”
Note: This problem reviews multiplication using units of three. It leads into the discussion of commutativity
in the Concept Development.
Part 2: Use the multiplication chart to find known facts through commutativity.
T: Problem 1(a) on your Problem Set shows a multiplication chart. The shaded numbers along the left
column and the top are factors. The numbers inside the chart are products. Each un-shaded box
represents the product of one multiplication fact. Find the total number of facts on your
multiplication chart. (Allow time for students to count.) How many facts are on the chart?
S: 100 facts.
T: Let’s use the chart to locate the product of 3 and 6. Put your finger on the row labeled 3, and slide it
to the right until it’s also in the column labeled 6. The number in the square where the row and
column meet is the product, which has been done for you. Using the chart, what is the product of
3 and 6?
S: 18.
T: Let’s now locate the product of 6 and 3. Find the square where the row for 6 and the column for
3 meet. Use commutativity to write the product of 6 and 3 in that square on your chart.
S: (Write 18.)
T: We can use commutativity to solve many new facts and fill in the products on the chart. On the
chart, write the products for all the facts that we’ve already studied. Then, fill in those you can solve
using commutativity. (Allow time for students to work.)
T: Shade in the facts you completed. (Allow time for students to work.) How many are left to learn?
S: 16.
T: Look carefully at those 16 facts. Are there any that you will be able to solve using the commutative
property once you know one?
A
Number Correct: _______
Mixed Multiplication
B
Number Correct: _______
Improvement: _______
Mixed Multiplication
Name Date
1. a. Solve. Shade in the multiplication facts that you already know. Then, shade in the facts for sixes,
sevens, eights, and nines that you can solve using the commutative property.
× 1 2 3 4 5 6 7 8 9 10
1 2 3
2 4 8 16
3 18
4 20
5 50
6 12
10
Number of Bags 2 4 5
14
= ________ = _______
= ________ = ________
= ________ = ________
= ________ = ________
= ________ = ________
28
= ________ = _______
Name Date
2. Karen says, “If I know 3 × 8 = 24, then I know the answer to 8 × 3.” Explain why this is true.
Name Date
Number of Tricycles 3 5 7
Number of Tigers 7 8 9
Number of Packages 6 10
3×6 7 threes
3 sevens 2 × 10
2 eights 9×5
5×9 8×2
10 twos 6×3
12
= _______ 28
= ________
= _______ = _______
= _______ = _____
Lesson 2
Objective: Apply the distributive and commutative properties to relate
multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size of the
unit.
Direct students to count forward and backward, occasionally changing the direction of the count:
Sixes to 60, emphasizing the 30 to 36 transition
Sevens to 70, emphasizing the 35 to 42 transition
Eights to 80, emphasizing the 40 to 48 transition
Nines to 90, emphasizing the 45 to 54 transition
T: Let’s use our familiar fives facts to find facts we haven’t learned yet. (Draw a dot above the 7
first 5 dots in another color, shown right.) What is 5 sevens + 1 seven?
7
S: 6 sevens.
T: (Write 35 + 7.) Tell your partner how this expression shows the total of 6 sevens. 7
S: 35 is the total of 5 sevens, and 7 is the total of 1 seven. 35 + 7 shows 5 sevens + 1 seven 7
in number form. It’s the break apart and distribute strategy we learned before! The dots 7
show 6 sevens broken into 5 sevens and 1 seven because we know those facts, and they’re
easy! 7
T: What is the total of 6 sevens?
S: 42.
MP.7 T: On your personal white board, use commutativity to NOTES ON
write the two multiplication facts we just solved.
MULTIPLE MEANS
S: (Write 6 × 7 and 7 × 6.) OF REPRESENTATION:
T: Compare 5 × 7 and 6 × 7. What is the difference Problem 1 of the Problem Set reviews
between them? 6 × 7 used in the vignette using blocks.
S: 6 × 7 has one more group of 7 than 5 × 7. That’s Although the blocks were not used in
what the teacher showed with the dots, 5 sevens and the lesson, it is familiar enough to feel
6 sevens. friendly for students and provides an
opportunity to discuss the difference in
T: By noticing that 6 × 7 is only 1 more group of 7 than models during the Debrief.
5 × 7, we used the total of 5 × 7 to help us make an
easy addition problem to find 6 × 7.
Continue with the following suggested sequence. Use the
model of the dots as necessary, changing the value of
1 dot to match the problem.
5 × 9 to find 6 × 9 and 9 × 6
5 × 6 to find 6 × 6
A
Number Correct: _______
9. 6×2= 31. 5 × 10 =
B
Number Correct: _______
Improvement: _______
Use the Commutative Property to Multiply
9. 6×5= 31. 2 × 10 =
Name Date
Total = ______
= 35 + ______
= ______
Total = ______
b. Use the fact above to find 8 × 6. Show your work using pictures, numbers, or words.
3. An author writes 9 pages of her book each week. How many pages does she write in 7 weeks?
Use a fives fact to solve.
4. Mrs. Gonzalez buys a total of 32 crayons for her classroom. Each pack contains 8 crayons. How many
packs of crayons does Mrs. Gonzalez buy?
5. Hannah has $500. She buys a camera for $435 and 4 other items for $9 each. Now Hannah wants to buy
speakers for $50. Does she have enough money to buy the speakers? Explain.
Name Date
Use a fives fact to help you solve 7 × 6. Show your work using pictures, numbers, or words.
Name Date
Total = ______
= 45 + ______
= ______
2. There are 6 blades on each windmill. How many total blades are on 7 windmills? Use a fives fact to solve.
3. Juanita organizes her magazines into 3 equal piles. She has a total of 18 magazines. How many
magazines are in each pile?
4. Markuo spends $27 on some plants. Each plant costs $9. How many plants does he buy?
Lesson 3
Objective: Multiply and divide with familiar facts using a letter to
represent the unknown.
Note: This fluency activity reviews the relationship between multiplication and division from Grade 3
Module 1 in anticipation of today’s lesson.
T: (Write 5 × 3 = .) Say the multiplication sentence.
S: 5 × 3 = 15.
T: (Write 5 × 3 = 15. To the right, write 15 ÷ 3 = .) On your personal white board, write the division
sentence.
S: (Write 15 ÷ 3 = 5.)
Repeat process for 4 × 3 and 7 × 2.
T: (Write × 2 = 10.) Say the unknown factor.
S: 5.
T: (Write 10 ÷ 2 = .) On your board, write the division sentence.
S: (Write 10 ÷ 2 = 5.)
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 37
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 38
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 39
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 40
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 41
Name Date
1. Each equation contains a letter representing the unknown. Find the value of the unknowns, and then
write the letters that match the answers to solve the riddle.
5×4=e 21 ÷ 3 = l
e = _____
l = _____
24 ÷ i = 4
i = _____
21 = c × 7
32 = s × 8
c = _____
s = _____
t ÷ 10 = 7
8 = 80 ÷ n
n = _____ t = _____
4 = 36 ÷ k
k = _____ 24 ÷ b = 12
b = _____
8=a÷3
h = _____
a = _____ 35 = 7 × h
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
9 6 70 3 5 20 10 70 24 2 7 20 4
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 42
a. What is the total amount Lonna spends on 3 t-shirts? Use the letter m to represent the total amount
of money Lonna spends, and then solve the problem.
b. If Lonna hands the cashier 3 ten dollar bills, how much change will she receive? Use the letter c in an
equation to represent the change, and then find the value of c.
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 43
3. Miss Potts used a total of 28 cups of flour to bake some bread. She used 4 cups of flour for each loaf of
bread. How many loaves of bread did she bake? Represent the problem using multiplication and division
sentences and a letter for the unknown. Then, solve the problem.
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 44
Name Date
1. z = 5 × 9
z = ______
2. 30 ÷ 6 = v
v = ______
3. 8 × w = 24
w = ______
4. y ÷ 4 = 7
y = ______
5. Mr. Strand waters his rose bushes for a total of 15 minutes. He waters each rose bush for 3 minutes.
How many rose bushes does Mr. Strand water? Represent the problem using multiplication and division
sentences and a letter for the unknown. Then, solve the problem.
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 45
Name Date
30 60 90
10 × 2= d d =__20_ 10 × 6 = w w =_____
3 × 10 = e e =_____ 10 × 7 = n n =_____
f = 4 × 10 f =_____ g = 8 × 10 g =_____
p = 5 × 10 p =_____
2. Each equation contains a letter representing the unknown. Find the value of the unknown.
8÷2=n n = _____
3 × a = 12 a = _____
p × 8 = 40 p = _____
18 ÷ 6 = c c = _____
d × 4= 24 d = _____
h÷7=5 h = _____
6×3=f f = _____
32 ÷ y = 4 y = _____
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 46
a. What is the total amount Pedro spends on 4 books? Use the letter b to represent the total amount
Pedro spends, and then solve the problem.
b. Pedro hands the cashier 3 ten dollar bills. How much change will he receive? Write an equation to
solve. Use the letter c to represent the unknown.
4. On field day, the first-grade dash is 25 meters long. The third-grade dash is twice the distance of the
first-grade dash. How long is the third-grade dash? Use a letter to represent the unknown and solve.
Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown. 47
3 Mathematics Curriculum
GRADE
GRADE 3 • MODULE 3
Topic B
Multiplication and Division Using
Units of 6 and 7
3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.1, 3.OA.2, 3.OA.6
Focus Standards: 3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not
use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then
4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows
40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
Instructional Days: 4
Coherence -Links from: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000
G2–M6 Foundations of Multiplication and Division
G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
-Links to: G3–M4 Multiplication and Area
G4–M3 Multi-Digit Multiplication and Division
G4–M5 Fraction Equivalence, Ordering, and Operations
G4–M7 Exploring Measurement with Multiplication
In Lessons 4 and 5, students count by sixes and sevens, composing up to and then over the next ten.
For example, students might count 6, 12, 18, and then mentally add 18 + 2 + 4 to make 24. This skip-counting
method utilizes make ten strategies from Grades 1 and 2. Initially, students use number bonds to decompose
and identify appropriate number pairs. In the example above, 18 needs 2 more to make 20. The next six can
be decomposed as 2 and 4. Eventually, students are able to use mental math as they manipulate numbers
and skip-count to multiply. Although a formal introduction to the associative property comes in Topic C,
these lessons preview the concept using addition:
6+6= 6+4+2
18 + 6 = 18 + 2 + 4
36 + 6 = 36 + 4 + 2
48 + 6 = 48 + 2 + 4
Lesson 6 builds on Lesson 2 with a formal re-introduction of the distributive property using the 5 + n pattern
to multiply and divide. Students understand that multiples of 6 can be thought of as (5 + 1) × n to make 5 and
1 more groups, or 6 groups of n. Similarly, multiples of 7 can be thought of as (5 + 2) × n to make 5 and
2 more groups, or 7 groups of n. In division, students decompose the dividend using a multiple of 5 and then
add the quotients of the smaller division facts to find the quotient of the larger unknown division fact.
For example:
54 ÷ 6 54 ÷ 6 = (30 ÷ 6) + (24 ÷ 6)
=5+4
30 ÷ 6 24 ÷ 6
=9
Use of the 5 + n pattern as a strategy builds on concepts in Lessons 2, 4, and 5. It also facilitates mental math,
particularly using units of 6.
In Lesson 7, students use tape diagrams to analyze multiplication and division word problems and to
determine the unknown. This is the first time they solve problems using new units, with a letter to represent
the unknown.
A Teaching Sequence Toward Mastery of Multiplication and Division Using Units of 6 and 7
Objective 1: Count by units of 6 to multiply and divide using number bonds to decompose.
(Lesson 4)
Objective 2: Count by units of 7 to multiply and divide using number bonds to decompose.
(Lesson 5)
Objective 3: Use the distributive property as a strategy to multiply and divide using units of 6 and 7.
(Lesson 6)
Objective 4: Interpret the unknown in multiplication and division to model and solve problems using
units of 6 and 7.
(Lesson 7)
Lesson 4
Objective: Count by units of 6 to multiply and divide using number bonds
to decompose.
Sixes to 60
Sevens to 70
Eights to 80
Nines to 90
Note: This fluency activity reviews the relationship between multiplication and division from Module 1 and
uses a letter to represent the unknown from Lesson 3 in this module, Grade 3 Module 3.
T: (Write 6 × 2 = a.) On your personal white board, write the value of a.
S: (Write a = 12.)
T: (Write 6 × 2 = 12. To the right, write 12 ÷ 6 = b.) On your board, write the value of b.
S: (Write b = 2.)
Repeat the process for the following: 7 × 3= c, 21 ÷ 7 = d, e × 4 = 24, 24 ÷ 4 = f, g × 2= 18, 18 ÷ 2 = h, 16 = i × 2,
16 ÷ 8 = j, 45 = 5 × k, and 45 ÷ 9 = m.
Note: This fluency activity prepares students for today’s Concept Development.
Students play in pairs. Each pair has a set of 9 cards, each with a number 1–9.
T: (Write + = 10.) Spread the cards out in front of you.
T: Put your hands behind your back. I’ll write a number in the first blank. When you know the number
that belongs in the second blank, touch the card that shows the number. The first person to touch
the card keeps it. Whoever has the most cards at the end wins. (Write 8 + = 10.)
S: (Touch the 2 card. The first to touch it keeps the card.)
Continue with the following suggested sequence: 5, 2, 7, 1, 4, 3, and 6; students replace cards: 1, 5, 3, 2, 4, 7,
and 6; students replace cards: 4, 7, 3, 9, and 6.
Have students repeat the process for the next two minutes to see how high they can count by six:
12 + 6 = 18, 18 + 6 = 24, 24 + 6 = 30, 30 + 6 = 36, 36 + 6 = 42, 42 + 6 = 48, 48 + 6 = 54, and 54 + 6 = 60.
T: What patterns did you notice counting by six?
S: Sometimes we broke apart the six to complete the ten,
as in 18 + 6. Other times, we broke apart the two-digit
number to add to the ones, as in 12 + 6, and
sometimes to complete the ten, as in 24 + 6.
T: How did adding 6 and 6 help you add 36 and 6?
S: You add it the same way by breaking the six into 4 and
2 to complete the ten. You can also think of 36 + 6
as 3 tens more than 6 + 6.
T: How did adding 18 and 6 help you add 48 and 6?
S: We broke apart the six into 2 and 4 to complete the
ten. 48 + 6 is also just 3 tens more than
MP.5
18 + 6.
T: Why is a make ten strategy with number bonds helpful
for counting by sixes?
S: Adding sixes is harder than adding with tens.
T: What other count-bys is it helpful for? Is it helpful for
the fives?
S: No, because adding by fives is easy to do mentally.
T: Is it helpful for sevens?
S: I think so. Sevens are hard to skip-count by, too.
T: Now that we have discussed how the make ten
strategy makes skip-counting sixes more efficient, let’s
try it out to solve multiplication and division problems.
T: Tell a partner what multiplication problem we just solved, and then write it on your board.
S: 6 times 10 equals 60. (Write 6 × 10 = 60.)
T: We just used our count-by six sequence to help us find that 6 times 10 equals 60.
T: We can also use skip-counting to solve division problems. Write the last number in the sequence on
your board, followed by a division symbol.
T: What did we count by to get to 60?
S: Sixes!
T: Write 6 after the division symbol, followed by an equal sign.
T: How many times did we count by six to get to 60?
S: 10 times!
T: Write 10 as the answer to this division problem. Read your equation to a partner.
T: Turn and talk to a partner. What do you notice about the multiplication and division problems we
solved?
S: They use the same numbers. The division fact uses the same numbers as the multiplication fact,
just in a different order. 60 divided by 6 equals 10 is the related division fact for 6 times 10 equals
60.
T: That’s right. They are related facts. Now, you have learned another strategy to solve multiplication
and division facts with sixes!
Continue with the following suggested sequence to help students develop strategies for and learn the
following facts. Refer students to the times table chart in Lesson 1 to focus their attention on the 16 new
facts:
6×6
6×7
6×8
6×9
Lesson Objective: Count by units of 6 to multiply and divide using number bonds to decompose.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.
With a partner, list the related division facts for
each number in the skip-counting sequence in
Problem 1.
What other multiplication and division problems
can you solve with the sequence you already
have in Problem 2?
How was using the skip-counting strategy in
Problem 4 different from the other problems?
How does your method of adding 18 and 6 help
you add 18 tens and 6 tens, and $480 and $60?
How did the Application Problem connect to
today’s lesson?
How did the Fluency Practice help prepare you
for the lesson?
Name Date
1. Skip-count by six to fill in the blanks. Match each number in the count-by with its multiplication fact.
6 9×6
_____
6×6
18
4×6
_____ 7×6
30
2×6
36
1×6
_____
3×6
48
10 × 6
_____
5×6
60 8×6
2. Count by six to fill in the blanks below. 3. Count by six to fill in the blanks below.
Complete the multiplication equation that Complete the multiplication equation that
represents the final number in your count-by. represents the final number in your count-by.
Complete the division equation that Complete the division equation that represents
represents your count-by. your count-by.
4. Mrs. Byrne’s class skip-counts by six for a group counting activity. When she points up, they count up by
six, and when she points down, they count down by six. The arrows show when she changes direction.
0, 6, _____, 18, _____ _____, 12 _____, 24, 30, _____ 30, 24, _____ 24, _____, 36, _____, 48
b. Mrs. Byrne says the last number that the class counts is the product of 6 and another number.
Write a multiplication sentence and a division sentence to show she’s right.
6 × _______ = 48 48 ÷ 6 = _______
5. Julie counts by six to solve 6 × 7. She says the answer is 36. Is she right? Explain your answer.
Name Date
1. Sylvia solves 6 × 9 by adding 48 + 6. Show how Sylvia breaks apart and bonds her numbers to complete
the ten. Then, solve.
a. 8 × 6 = ______ b. 54 ÷ 6 = ______
Name Date
1. Use number bonds to help you skip-count by six by either making a ten or adding to the ones.
a. 6 + 6 = ______ 2
10 + ______ = _______
4 2
10
b. 12 + 6 = ______ 8
+ ______ = _______
10 2
20 4
e. 30 + 6 = _______
4 2
2. Count by six to fill in the blanks below. 3. Count by six to fill in the blanks below.
Complete the multiplication equation that Complete the multiplication equation that
represents the final number in your count-by. represents the final number in your count-by.
Complete the division equation that Complete the division equation that
represents your count-by. represents your count-by.
Lesson 5
Objective: Count by units of 7 to multiply and divide using number bonds
to decompose.
Multiply By 6 (7 minutes)
Materials: (S) Multiply by 6 (1–5) (Pattern Sheet)
Note: This activity builds fluency with multiplication facts using units of six. It supports students knowing
from memory all products of two one-digit numbers.
T: (Write 5 × 6 = ____.) Let’s skip-count by sixes to find the answer. I’ll raise a finger for each six.
(Count with fingers to 5 as students count, and record the count-by sequence on the board.)
S: 6, 12, 18, 24, 30.
T: (Circle 30, and write 5 × 6 = 30 above it. Write 3 × 6 = ____.) Let’s skip-count up by sixes again.
(Count with fingers to 3 as students count.)
S: 6, 12, 18.
T: Let’s see how we can skip-count down to find the answer, too. Start at 30 with 5 fingers, 1 for each
six. (Count down with your fingers as students say numbers.)
S: 30 (5 fingers), 24 (4 fingers), 18 (3 fingers).
Repeat the process for 4 × 6.
T: (Distribute the Multiply by 6 Pattern Sheet.) Let’s practice multiplying by 6. Be sure to work left to
right across the page.
Note: This activity prepares students for the skip-counting strategy used to multiply units of seven in today’s
lesson.
Students play in pairs. Each pair has a set of six cards, each with a number 1–6.
T: (Write ___ + ___ = 7.) Spread the cards out in front of you.
T: Put your hands behind your back. I’ll write a number in the first blank. When you know the number
that belongs in the second blank, touch the card that shows the number. The first person to touch
the card keeps it. Whoever has the most cards at the end wins. (Write 5 + __ = 7.)
S: (Touch the 2 card. The first to touch it keeps the card.)
Continue with the following suggested sequence: 1, 4, 2, 3, and 6.
Lesson Objective: Count by units of 7 to multiply and divide using number bonds to decompose.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
Take turns with a partner reading the
multiplication facts in Problem 1 and the related
division facts.
How can you use number bonds to help you solve
Problem 2?
What are some different strategies that can help
you solve multiplication facts using units of
MP.5
seven? How do you choose your strategy to
solve?
In Problem 3, would it make sense for Abe to use
number bonds to find the next number after 21
in the count by seven sequence? Why or why
not?
How does counting by seven help you solve
multiplication and division problems with seven?
How does Problem 4 demonstrate the
commutative property?
How does today’s lesson relate to our previous
work of adding 1 unit to 5 units?
Multiply.
multiply by 6 (1–5)
Name Date
1. Skip-count by seven to fill in the blanks in the fish bowls. Match each count-by to its multiplication
expression. Then, use the multiplication expression to write the related division fact directly to the right.
7 × 10 _______ ÷ 7 = _______
42
2. Complete the count-by seven sequence below. Then, write a multiplication equation and a division
equation to represent each blank you filled in.
3. Abe says 3 × 7 = 21 because 1 seven is 7, 2 sevens are 14, and 3 sevens are 14 + 6 + 1, which equals 21.
Why did Abe add 6 and 1 to 14 when he is counting by seven?
4. Molly says she can count by seven 6 times to solve 7 × 6. James says he can count by six 7 times to solve
this problem. Who is right? Explain your answer.
Name Date
Complete the count-by seven sequence below. Then, write a multiplication equation and a division equation
to represent each number in the sequence.
7, 14, _______, 28, _______, 42, _______, _______, 63, _______
Name Date
1. Use number bonds to help you skip-count by seven by making ten or adding to the ones.
10 + ______
a. 7 + 7 = ______ 4 = _______
3 4
6 1
20 1
2 5
5 2
2. Skip-count by seven to fill in the blanks. Then, fill in the multiplication equation, and use it to write the
related division fact directly to the right.
_______ ÷ 7 = _______
28 7 × 4 = _____
_______ ÷ 7 = _______
_____ 7 × 3 = _____
Lesson 6
Objective: Use the distributive property as a strategy to multiply and
divide using units of 6 and 7.
Note: This activity prepares students to use the distributive property with number bonds in today’s lesson.
T: (Project a number bond with a whole of 48 and 12 as a part.) On your personal white board, fill in
the unknown part in the number bond.
Continue with the following suggested sequence: a whole of 54 and 24 as a part, a whole of 49 and 14 as a
part, and a whole of 63 and 21 as a part.
Mabel cuts 9 pieces of ribbon for an art project. Each piece of ribbon is 7 centimeters long. What is the total
length of the pieces of ribbon that Mabel cuts?
Note: This problem reviews multiplication using units of seven. It is the same problem that is used in the first
example in the Concept Development. Here it is given a context, while in the Concept Development it is not
because the focus shifts to using the distributive property.
Part 2: Use addition number bonds to apply the distributive property to divide using units of 6 and 7.
T: We also used the break apart and distribute strategy earlier this year with arrays and division.
Instead of using arrays today, let’s use number bonds.
T: Write 48 ÷ 6 on your board and circle it.
T: We need to break apart 48 ÷ 6 into two smaller division expressions. Why would 30 make a good
breaking point?
S: 30 ÷ 6 is an easy fives fact.
T: Write and circle 30 ÷ 6 as a part on your number bond. NOTES ON
S: (Write and circle 30 ÷ 6 as a part on the number bond.) MULTIPLE MEANS
T: We have 30 ÷ 6 as one of our parts. What division OF ENGAGEMENT:
expression do we need to write for the other part? Clarify that the two smaller division
expressions must be divided by
S: 18 ÷ 6.
6 expressions. Emphasize the value of
T: How do you know? this strategy as a way to solve sixes
S: 30 plus 18 equals 48. I know because we used 30, facts by using familiar fives, fours,
and we need 18 more to get to 48. threes, or twos facts.
Multiply.
multiply by 6 (6–10)
Name Date
1. Label the tape diagrams. Then, fill in the blanks below to make the statements true.
a. 6 × 6 = _____ b. 7 × 6 = _____
6 6
(6 × 6) = (5 + 1) × 6 (7 × 6) = (5 + 2) × 6
= (5 × 6) + (1 × 6) = (5 × 6) + (2 × 6)
= 30 + ______ = 30 + ______
= ______ = ______
c. 8 × 6 = _____ d. 9 × 6 = _____
6 6
8 × 6 = (5 + _____) × 6 9 × 6 = (5 + _____) × 6
= (5 × 6) + (____ × 6) = (5 × 6) + (____ × 6)
= 30 + ______ = 30 + ______
= ______ = ______
54 ÷ 6 49÷ 7
30 ÷ 6 24 ÷ 6 35 ÷ 7
= 5 + ____________ = 5 + ____________
= ___________ = ___________
4. Robert says that he can solve 6 × 8 by thinking of it as (5 × 8) + 8. Is he right? Draw a picture to help
explain your answer.
5. Kelly solves 42 ÷ 7 by using a number bond to break apart 42 into two parts. Show what her work might
look like below.
Name Date
1. A parking lot has space for 48 cars. Six cars can park in 1 row. Break apart 48 to find how many rows
there are in the parking lot.
2. Malia solves 6 × 7 using (5 × 7) + 7. Leonidas solves 6 × 7 using (6 × 5) + (6 × 2). Who is correct? Draw a
picture to help explain your answer.
Name Date
1. Label the tape diagrams. Then, fill in the blanks below to make the statements true.
a. 6 × 7= _____ b. 7 × 7 = _____
7 7
(6 × 7) = (5 + 1) × 7 (7 × 7) = (5 + 2) × 7
= (5 × 7) + (1 × 7) = (5 × 7) + (2 × 7)
= 35 + ______ = 35 + _____
= ______ = ______
c. 8 × 7 = _____ d. 9 × 7 = _____
7 7
8 × 7 = (5 + _____) × 7 9 × 7 = (5 + _____) × 7
= (5 × 7) + (____ × 7) = (5 × 7) + (____ × 7)
= 35 + ______ = 35 + ______
= ______ = ______
54 ÷ 6 56÷ 7
30 ÷ 6 ÷6 35 ÷ 7 ÷7
= 5 + ____________ = 5 + ________
= ___________ = __________
4. Forty-two third grade students sit in 6 equal rows in the auditorium. How many students sit in each row?
Show your thinking.
Lesson 7
Objective: Interpret the unknown in multiplication and division to model
and solve problems using units of 6 and 7.
Multiply By 7 (7 minutes)
Materials: (S) Multiply by 7 (1–5) (Pattern Sheet)
Note: This activity builds fluency with multiplication facts using units of seven. It supports students knowing
from memory all products of two one-digit numbers. See Lesson 5 for the directions for administering a
Multiply By Pattern Sheet.
T: (Write 5 × 7 = ____.) Let’s skip-count by sevens to find the answer. I’ll raise a finger for each seven.
(Count with fingers to 5 as students count, and record the count-by sequence on the board.)
S: 7, 14, 21, 28, 35.
T: (Circle 35 and write 5 × 7 = 35 above it. Write 3 × 7 = ____.) Let’s skip-count up by sevens again.
(Count with fingers to 3 as students count.)
S: 7, 14, 21.
T: Let’s see how we can skip-count down to find the answer, too. Start at 35 with 5 fingers, 1 for each
seven. (Count down with fingers as students say numbers.)
S: 35 (5 fingers), 28 (4 fingers), 21 (3 fingers).
Repeat the process for 4 × 7.
T: (Distribute the Multiply by 7 Pattern Sheet.) Let’s practice multiplying by 7. Be sure to work left to
right across the page.
S: (Write (6 × 6) = (5 + 1) × 6.)
T: (Write = (__ × 6) + (__ × 6).) Copy and fill in the
equation.
S: (Write (5 × 6) + (1 × 6).) (6 × 6) = (5 + 1) × 6
T: Write an addition equation. Below it, write your answer. = (5 × 6) + (1 × 6)
S: (Write 30 + 6 and 36 below it.) = 30 + 6
= 36
Continue with the following suggested sequence: 8 × 6, 7 × 6, and 9 × 6.
Thad sees 7 beetles when he weeds his garden. Each beetle has 6 legs. How many legs are there on all
7 beetles?
T: Talk to a partner. What kind of picture can we draw to model this
problem?
S: We can draw 7 beetles, each with 6 legs. We can draw an
array with 7 rows and 6 dots in each row. We can draw a tape
diagram with 7 parts and 6 in each part.
T: On your personal white board, draw and label a tape diagram to
model this problem. Use the letter b for the beetles’ legs to
represent the unknown. (Draw and label the tape diagram as
shown.)
Lesson Objective: Interpret the unknown in multiplication and division to model and solve problems using
units of 6 and 7.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
What is the value of n in each equation in
Problem 1?
What equation did you use to solve Problem 2?
Explain to a partner what your drawing looks like
for Problem 3(a).
In Problems 3(a) through 3(d), what was
unknown? Was it the group size or number of
groups?
What strategies did your group use to solve
Problems 3(a) through 3(d)? Why?
How did the Application Problems connect to
today’s lesson?
Multiply.
multiply by 7 (1–5)
Name Date
2. Write an equation to represent the tape diagram below, and solve for the unknown.
8 8 8 8 8 8
Equation: ___________________________________
3. Model each problem with a drawing. Then, write an equation using a letter to represent the unknown,
and solve for the unknown.
a. Each student gets 3 pencils. There are a total of 21 pencils. How many students are there?
b. Henry spends 24 minutes practicing 6 different basketball drills. He spends the same amount of time
on each drill. How much time does Henry spend on each drill?
c. Jessica has 8 pieces of yarn for a project. Each piece of yarn is 6 centimeters long. What is the total
length of the yarn?
d. Ginny measures 6 milliliters of water into each beaker. She pours a total of 54 milliliters. How many
beakers does Ginny use?
Name Date
Model each problem with a drawing. Then, write an equation using a letter to represent the unknown, and
solve for the unknown.
1. Three boys and three girls each buy 7 bookmarks. How many bookmarks do they buy all together?
2. Seven friends equally share the cost of a $56 meal. How much does each person pay?
Name Date
1. Match the words on the arrow to the correct equation on the target.
n × 7 = 21
7 × n = 42
63 ÷ n = 9
36 ÷ n = 6
a. Each box of pens sells for $7. Draw a tape diagram, and label the total amount of money he makes
as m. Write an equation, and solve for m.
b. Each box contains 6 pens. Draw a tape diagram, and label the total number of pens as p. Write an
equation, and solve for p.
3. Mr. Lucas divides 28 students into 7 equal groups for a project. Draw a tape diagram, and label the
number of students in each group as n. Write an equation, and solve for n.
3
GRADE
Mathematics Curriculum
GRADE 3 • MODULE 3
Topic C
Multiplication and Division Using
Units up to 8
3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.1, 3.OA.2, 3.OA.6, 3.OA.8
Focus Standards: 3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
3.OA.4 Determine the unknown whole number in a multiplication or division equation
relating three whole numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need
not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then
4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows
40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
Instructional Days: 4
Coherence -Links from: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000
G2–M6 Foundations of Multiplication and Division
G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and
10
-Links to: G3–M4 Multiplication and Area
G4–M3 Multi-Digit Multiplication and Division
G4–M5 Fraction Equivalence, Ordering, and Operations
G4–M7 Exploring Measurement with Multiplication
Students are informally familiar with parentheses from having seen them in distributive property lessons in
Topic B and in Module 1. In Lesson 8, they understand parentheses as tools for grouping and learn the
conventional order for performing Grade 3 operations. This practice anticipates applying parentheses in
Lesson 9 as students formally study the associative property.
In Lesson 9, students model and demonstrate how to multiplicatively compose or decompose to make
problems using units up to 8 easier to solve. For example, 8 × 5 may be thought of as:
8 × 5 = (4 × 2) × 5
= 4 × (2 × 5)
= 4 × 10
Lessons 10 and 11 in this topic parallel Lessons 6 and 7 in Topic B. In Lesson 10, students use the 5 + n
pattern as a strategy for solving multiplication and division problems using units of 8 with the distributive
property. They learn that multiples of 8 can be thought of as (5 + 3) × n. In division problems, students
practice decomposing the dividend using multiples of 5. They recognize the efficacy of using this strategy
when the quotient of a division equation is greater than 5 and also realize that the dividend must be
decomposed into numbers that are divisible by the divisor. For example, to solve 64 ÷ 8, 64 can be
decomposed as 40 and 24 because both are divisible by 8.
In Lesson 11, students analyze, model, and solve multiplication and division word problems using units of 8.
They understand division as both a quantity divided into equal groups, as well as an unknown factor problem.
They draw models and write equations to interpret and solve problems, using a letter to represent the
unknown in various positions.
Objective 4: Interpret the unknown in multiplication and division to model and solve problems.
(Lesson 11)
Lesson 8
Objective: Understand the function of parentheses and apply to solving
problems.
Multiply By 7 (6 minutes)
Materials: (S) Multiply By 7 (6–10) (Pattern Sheet)
NOTES ON
Note: This activity builds fluency with multiplication facts using
MULTIPLE MEANS
units of seven. It supports students knowing from memory all
products of two one-digit numbers. See Lesson 5 for the OF ENGAGEMENT:
Multiply By 7 is carefully scaffolded to
directions for administering a Multiply By Pattern Sheet.
support student success. Adjust the
T: (Write 6 × 7 = ____.) Let’s skip-count up by sevens to activity to suit students’ diverse needs.
solve. I’ll raise a finger for each seven. For example, focus on one skill, such as
(Count with fingers to 6 as students count.) skip-counting down to solve. Or, have
students review and solidify their
S: 7, 14, 21, 28, 35, 42. memorization of skip-counting up by
T: Let’s skip-count down to find the answer, too. seven by doing the Group Counting
Start at 70. (Count down with fingers as students first.
count.)
S: 70, 63, 56, 49, 42.
Continue with the following suggested sequence: 8 × 7, 7 × 7, and 9 × 7.
T: (Distribute the Multiply By 7 Pattern Sheet.) Let’s practice multiplying by 7. Be sure to work left to
right across the page.
Note: This activity reviews the make ten strategy used for skip-counting by sixes and sevens in Lessons 4
and 5.
T: (Project 6 + 6 = ___.) Say the expression.
S: 6 + 6.
T: 6 and what make ten?
S: 4.
T: (Draw a number bond beneath the second 6.) On your personal white board, break apart the
second 6, taking out the 4.
S: (Write the number bond.)
T: Say the addition sentence.
S: 6 + 6 = 12.
Continue with the following possible sequence: 12 + 6, 18 + 6, 24 + 6, 30 + 6, 36 + 6, 42 + 6, 48 + 6, 54 + 6,
7 + 7, 14 + 7, 21 + 7, 28 + 7, 35 + 7, 42 + 7, 49 + 7, 56 + 7, and 63 + 7.
Richard has 2 cartons with 6 eggs in each. As he opens the cartons, he drops 2 eggs. How many unbroken
eggs does Richard have left?
Note: This problem provides a context for solving equations involving multiple operations which is central to
the Concept Development.
Part 2: Explore how moving the parentheses can change the answer in an equation.
Write or project the following equation and the picture below, right: (25 – 10) ÷ 5 = 3.
T: Check my work. Is it correct?
S: Yes, because 25 – 10 equals 15, and 15 ÷ 5 equals 3.
T: Let’s divide 10 by 5 first. What should we do with the parentheses to show
that?
S: Move them over! Make them go around 10 ÷ 5.
T: Now the equation looks like this. (Write 25 – (10 ÷ 5) = n.) Write the
equation on your personal white board. Why is there a letter where the
3 was before?
S: We should write 3 because the numbers didn’t change. We don’t
know if it equals 3 anymore.
T: Really? Why not? The numbers are the same as before.
S: The parentheses moved.
T: Solve the problem with your partner. Does this equation still have
an answer of 3?
S: (Work and discuss.) No, the answer is 23.
T: Why is the answer different?
S: We divided first. One way, we divided 15 by 5. The other way, we subtracted 2 from 25.
We divided and then subtracted. Before, we subtracted, and then divided.
T: What does this tell you about the way we use parentheses to group the math in equations? Is it
important? Why or why not?
S: The parentheses tell us what math gets done
first. Yes, it’s important because moving the
parentheses can change the answer.
Continue with the following suggested sequence:
(2 + 3) × 7 and 2 + (3 × 7)
(3 × 4) ÷ 2 and 3 × (4 ÷ 2)
Multiply.
multiply by 7 (6–10)
Name Date
1. Solve.
b. 12 – (4 + 6) = ______ j. ______ = 12 ÷ (2 + 4)
a. 16 – 4 + 7 = 19 b. 16 – 4 + 7 = 5
c. 2 = 22 – 15 + 5 d. 12 = 22 – 15 + 5
e. 3 + 7 × 6 = 60 f. 3 + 7 × 6 = 45
g. 5 = 10 ÷ 10 × 5 h. 50 = 100 ÷ 10 × 5
i. 26 – 5 ÷ 7 = 3 j. 36 = 4 × 25 – 16
3. The teacher writes 24 ÷ 4 + 2 = ______ on the board. Chad says it equals 8. Samir says it equals 4.
Explain how placing the parentheses in the equation can make both answers true.
4. Natasha solves the equation below by finding the sum of 5 and 12. Place the parentheses in the equation
to show her thinking. Then, solve.
12 + 15 ÷ 3 = ________
5. Find two possible answers to the expression 7 + 3 × 2 by placing the parentheses in different places.
Name Date
a. 24 = 32 – 14 + 6 b. 12 = 32 – 14 + 6
c. 2 + 8 × 7 = 70 d. 2 + 8 × 7 = 58
2. Marcos solves 24 ÷ 6 + 2 = ______. He says it equals 6. Iris says it equals 3. Show how the position of
parentheses in the equation can make both answers true.
Name Date
1. Solve.
a. 9 – (6 + 3) = ______ b. (9 – 6) + 3 = ______
e. ______ = (4 + 3) × 6 f. ______ = 4 + (3 × 6)
a. 14 – 8 + 2 = 4 b. 14 – 8 + 2 = 8 c. 2 + 4 × 7 = 30 d. 2 + 4 × 7 = 42
e. 12 = 18 ÷ 3 × 2 f. 3 = 18 ÷ 3 × 2 g. 5 = 50 ÷ 5 × 2 h. 20 = 50 ÷ 5 × 2
b. (10 – 7) × 6 = 18
c. (35 – 7) ÷ 4 = 8
d. 28 = 4 × (20 – 13)
e. 35 = (22 – 8) ÷ 5
4. Jerome finds that (3 × 6) ÷ 2 and 18 ÷ 2 are equal. Explain why this is true.
5. Place parentheses in the equation below so that you solve by finding the difference between 28 and 3.
Write the answer.
4 × 7 – 3 = ________
6. Johnny says that the answer to 2 × 6 ÷ 3 is 4 no matter where he puts the parentheses. Do you agree?
Place parentheses around different numbers to help you explain his thinking.
Lesson 9
Objective: Model the associative property as a strategy to multiply.
Note: This fluency activity reviews using a letter to represent the unknown taught in Lesson 3.
T: (Write a × 6 = 12.) On your personal white board, write the value of a.
S: (Write a = 2.)
T: (Write 12 ÷ 6 = a.) Say the division sentence.
S: 12 ÷ 6 = 2.
Continue with the following suggested sequence: a × 6 = 30, b × 6 = 24, c × 6 = 36, d × 6 = 60, e × 6 = 54,
f × 7 = 35, g × 7 = 28, h × 7 = 42, j × 7 = 70, and k × 7 = 56.
Note: This fluency activity reviews the use of parentheses taught in Lesson 8.
T: (Write 10 – 5 + 3 = 8.) On your board, copy the equation. Then, insert parentheses to make the
statement true.
S: (Write (10 – 5) + 3 = 8.)
Continue with the following suggested sequence: 10 – 5 + 3 = 2, 10 = 20 – 7 + 3, 16 = 20 – 7 + 3,
8 + 2 × 4 = 40, 8 + 2 × 4 = 40, 12 = 12 ÷ 2 × 2, 3 = 12 ÷ 2 × 2, 10 = 35 – 5 × 5, and 20 – 10 ÷ 5 = 2.
T: Even with the 16 rewritten, this problem isn’t too friendly because I still have to multiply 16 × 3 in
the last step. Suppose I move the parentheses to change the way the numbers are grouped. Will it
completely change my answer?
S: No, we saw that it’s okay to move the parentheses when it’s all multiplication in our Application
Problems.
T: Write the equation on your board. Use the parentheses to group the numbers differently. Check
your work with your partner’s.
S: (Write 8 × (2 × 3), and check work with a partner.)
T: (Draw array.) My array shows how I regrouped the numbers to show 8 groups of (2 × 3). Is this
problem friendlier than 16 × 3?
S: Oh, it’s just 8 × 6. That’s the same as 48.
That was easy!
T: So, what is the answer to 16 × 3?
S: 48.
T: Tell your partner the steps we took to simplify the
problem and solve.
S: First, we rewrote 16 as a multiplication problem with two easier factors. Then, we grouped the
numbers with parentheses to make a multiplication problem that was easy to solve.
T: (Do not erase the 16 × 3 = 8 × (2 × 3) array.) When we brainstormed factors with a product of 16,
some of you thought of 4 × 4. Let’s see if rewriting the 16 that way helps us simplify. Rewrite 16 × 3
using 4 × 4.
S: (Write (4 × 4) × 3.)
T: Is it easy to solve yet?
S: No!
T: Try and simplify by using the parentheses to
group the numbers differently.
S: (Write 4 × (4 × 3).)
T: (Draw the array.) Here is the array that shows our 4 groups of (4 × 3). Did the problem get easier?
S: Not really. It’s still 4 × 12, and that’s hard.
T: Let’s compare the two arrays. What do you notice?
S: They show 16 × 3 in different ways. The first array shows 8 groups of 6, and the second array
shows 4 groups of 12. The second array has fewer groups but multiplies a larger number. So,
both arrays still show a total of 48, but the first array breaks it up into easier numbers.
T: True. If we use repeated addition to find the answer to 4 × 12, we’ll find the answer is still 48.
We didn’t do anything wrong, but rewriting the 16 as 4 × 4 and moving the parentheses didn’t do
what we wanted it to. It didn’t help us simplify. With your partner, compare the two arrays.
What happened when we rewrote 16 as 4 × 4 and 8 × 2? What does the comparison tell you about
this strategy?
S: It doesn’t always work. It means you have to be careful about which numbers you choose.
Yeah, some are helpful and some aren’t. Sometimes you might have to try more than one pair of
numbers before you find the pair that helps you simplify.
Continue with 15 × 3. Point out that the order in which 15 is rewritten can make a difference. For example,
ask students to notice which is easier:
a. (3 × 5) × 3 b. (5 × 3) × 3
3 × (5 × 3) 5 × (3 × 3)
3 × 15 5×9
Name Date
Solve the following pairs of problems. Circle the pairs where both problems have the same answer.
1. a. 7 + (6 + 4) 5. a. (3 + 2) × 5
b. (7 + 6) + 4 b. 3 + (2 × 5)
2. a. (3 × 2) × 4 6. a. (8 ÷ 2) × 2
b. 3 × (2 × 4) b. 8 ÷ (2 × 2)
3. a. (2 × 1) × 5 7. a. (9 – 5) + 3
b. 2 × (1 × 5) b. 9 – (5 + 3)
4. a. (4 × 2) × 2 8. a. (8 × 5) – 4
b. 4 × (2 × 2) b. 8 × (5 – 4)
Name Date
a. 3 × 12 = _____
b. (3 × 3) × 4
= _____ × 4
= _____
c. 3 × 14 = _____
d. (______ × _____) × 7
= _____ × _____
= _____
2. Place parentheses in the equations to simplify. Then, solve. The first one has been done for you.
a. 3 × 16 = 3 × (2 × 8) b. 2 × 14 = 2 × (2 × 7)
= (3 × 2) × 8 48 = (2 × 2) × 7
= ___6__ × 8 = _____ × 7
c. d.
3 × 12 = 3 × (3 × 4) 3 × 14 = 3 × 2 × 7
=3×3×4 =3×2×7
e. 15 × 3 = 5 × 3 × 3 f. 15 × 2 = 5 × 3 × 2
=5×3×3 =5×3×2
Name Date
Simplify to find the answer to 18 × 3. Show your work, and explain your strategy.
Name Date
a. 3 × 16 = _____
b. (3 × ____) × 8
= _____ × _____
= _____
c. 4 × 18 = _____
d. (4 × ____) × 9
= _____ × _____
= _____
12 × 4 = (6 × 2) × 4 a. 3 × 14 = 3 × (2 × 7)
= 6 × _8 = ____ × 7
b. 3 × 12 = 3 × (3 × 4)
=3×3×4 = _____
= ____× 4
a. 20 × 2 = __40__ = 6 × (5 × 2)
b. 30 × 2 = ______ = 8 × (5 × 2)
c. 35 × 2 = ______ = 4 × (5 × 2)
d. 40 × 2 = ______ = 7 × (5 × 2)
Lesson 10
Objective: Use the distributive property as a strategy to multiply and
divide.
Lesson 10: Use the distributive property as a strategy to multiply and divide.
118
Lesson 10: Use the distributive property as a strategy to multiply and divide.
119
T: (Draw a dotted line after the fifth column.) On your personal white board, write the multiplication
facts you would use to label each part of the array.
S: (Write 6 × 5 and 6 × 3.)
T: What did we break our 6 eights into?
S: 6 fives and 6 threes.
T: Talk to your partner about how 6 × (5 + 3) shows 6 fives and
6 threes. Use the array to help you explain.
T: Solve the problem.
MP.7
S: (May use 6 × (5 + 3) or (6 × 5) + (6 × 3) to solve.)
T: What does it equal? 6 × (5 + 3)
S: 48.
T: Look back at your work on the Application Problem. Compare it with this way of solving. Notice
what is the same or different. Talk to your partner about what you see.
S: We switched around the factors that we broke apart and distributed. In the Application Problem,
the units never changed. They were always eights. The one we just did had two different units,
fives and threes, but what stayed the same was the number of fives and the number of threes.
T: Does the break apart and distribute strategy work both ways?
S: Yes!
Continue with the following suggested problem: 7 × 8.
Problem 2: Divide.
T: Let’s use the break apart and distribute strategy to solve 64 ÷ 8. Draw a number bond with 64 ÷ 8 as
the whole. Leave the parts empty. (Allow time for students to draw.)
T: Let’s think about how to break apart 64 into two numbers
that are easier for us to divide. Make a list with your
partner. Remember that when we break apart 64, both
numbers need to be divisible by 8.
S: How about 60 and 4? No, you can’t divide those by 8.
Maybe 32 and 32. Or 40 and 24.
T: Using 32 and 32 works nicely because it’s a double. Forty
and 24 also works well; 40 ÷ 8 makes 5. Five is easy to add
to, so let’s try 40 and 24. Write 40 ÷ 8 as one of the parts
on your number bond.
T: What division fact goes inside the other part?
S: 24 ÷ 8.
T: How do you know?
S: 40 plus 24 equals 64. We started with 64, used 40, and need 24 more.
T: Write that division fact as the other part.
Our number bond shows us that 64 ÷ 8 has the same value as combining 40 ÷ 8 and 24 ÷ 8.
Work with your partner to write that as an addition sentence on your board.
Lesson 10: Use the distributive property as a strategy to multiply and divide.
120
Lesson 10: Use the distributive property as a strategy to multiply and divide.
121
Lesson 10: Use the distributive property as a strategy to multiply and divide.
122
Name Date
1. Label the arrays. Then, fill in the blanks below to make the statements true.
a. 8 × 8 = _____ b. 8 × 9 = 9 × 8 =_____
8 × 8 = 8 × (5 + _____) 9 × 8 = 8 × (5 + _____)
= (8 × 5) + (8 × _____) = (8 × 5) + (8 × ____ )
= 40 + ______ = 40 + ______
= ______ = ______
2. Break apart and distribute to solve 56 ÷ 8. 3. Break apart and distribute to solve 72 ÷ 8.
56÷8 72÷8
72 ÷ 8 = (40 ÷ 8) + (__________÷ 8)
56 ÷ 8 = (40 ÷ 8) + (__________÷ 8)
= 5 + ____________
= 5 + ____________
= ____________
= ____________
Lesson 10: Use the distributive property as a strategy to multiply and divide.
123
4. An octagon has 8 sides. Skip-count to find the total number of sides on 9 octagons.
8
16
5. Multiply.
8×6=
3×8=
4×8=
32
8 × 10 8×8= 7×8=
Lesson 10: Use the distributive property as a strategy to multiply and divide.
124
6. Match.
24 ÷ 8
1
2
32 ÷ 8
16 ÷ 8
4
64 ÷ 8 5
48 ÷ 8
7
72 ÷ 8
9
Lesson 10: Use the distributive property as a strategy to multiply and divide.
125
Name Date
Use the break apart and distribute strategy to solve the following problem. You may choose whether or not
to draw an array.
7 × 8 =_____
Lesson 10: Use the distributive property as a strategy to multiply and divide.
126
Name Date
1. Label the array. Then, fill in the blanks to make the statements true.
8 × 7 = 7 × 8 =_____
(7 × 5) = (7 × _____) = _____
8 × 7 = 7 × (5 + _____)
= (7 × 5) + (7 × ____)
= 35 + ______
= ______
72 ÷ 8 = (40 ÷ 8) + (__________÷ 8)
72÷8
= 5 + ____________
Lesson 10: Use the distributive property as a strategy to multiply and divide.
127
9×8 8×8
5×8
6×8 7×8
4. Divide.
Lesson 10: Use the distributive property as a strategy to multiply and divide.
128
Lesson 11
Objective: Interpret the unknown in multiplication and division to model
and solve problems.
Multiply By 8 (7 minutes)
Materials: (S) Multiply By 8 (1–5) (Pattern Sheet)
Note: This activity builds fluency with multiplication facts using units of 8. It supports students knowing from
memory all products of two one-digit numbers. See Lesson 5 for the directions for administering a Multiply
By Pattern Sheet.
T: (Write 5 × 8 = ____.) Let’s skip-count by eights to find the answer. I’ll raise a finger for each eight.
(Count with fingers to 5 as students count, and record the count-by sequence on the board.)
S: 8, 16, 24, 32, 40.
T: (Circle 40 and write 5 × 8 = 40 above it. Write 3 × 8 = ____.) Let’s skip-count up by eights again.
(Count with fingers to 3 as students count.)
S: 8, 16, 24.
T: Let’s see how we can skip-count down to find the answer, too. Start at 40 with 5 fingers, 1 for each
eight. (Count down with fingers as students say numbers.)
S: 40 (5 fingers), 32 (4 fingers), 24 (3 fingers).
Repeat the process for 4 × 8.
T: (Distribute the Multiply By 8 Pattern Sheet.) Let’s practice multiplying by 8. Be sure to work left to
right across the page.
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 129
Note: This activity reviews multiplying using the distributive property from Lesson 10.
T: (Write 8 × 8 = (5 + __) × 8.) On your personal white board, copy and fill in the equation.
S: (Write 8 × 8 = (5 + 3) × 8.)
T: (Write = (__ × 8) + (__ × 8).) Copy and fill in the equation.
S: (Write (5 × 8) + (3 × 8).) 8 × 8 = (5 + 3) x 8
T: Find the products, and write an addition sentence. Below it, write = (5 × 8) + (3 × 8)
your answer. = 40 + 24
S: (Write 40 + 24 and 64 below it.) = 64
Continue with the following suggested sequence: 7 × 8, 6 × 8, and 9 × 8.
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 130
T: Choose a strategy, and find the value of c. (Possible strategies: known from memory, skip-count,
distributive property, associative property.)
T: Use a complete sentence to tell what c equals.
S: He bought 72 candles, so c equals 72.
T: Did we solve the problem?
S: No, we have to find how many candles Asmir uses.
T: Write an equation to represent the second step of the problem; this
time, use the letter a to represent the unknown.
S: (Write 72 – 28 = a.)
T: Find the value of a. This is a good opportunity to practice your mental
math strategies. (Allow time for solving.) What is the value of a?
S: 44.
T: Answer the question in a complete sentence.
S: Asmir uses 44 candles.
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 131
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 132
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 133
Multiply.
multiply by 8 (1–5)
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 134
Name Date
1. Ms. Santor divides 32 students into 8 equal groups for a field trip. Draw a tape diagram, and label the
number of students in each group as n. Write an equation, and solve for n.
2. Tara buys 6 packs of printer paper. Each pack of paper costs $8. Draw a tape diagram, and label the total
amount she spends as m. Write an equation, and solve for m.
3. Mr. Reed spends $24 on coffee beans. How many kilograms of coffee beans does he buy? Draw a tape
diagram, and label the total amount of coffee beans he buys as c. Write an equation, and solve for c.
$8 for 1 kg
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 135
4. Eight boys equally share 4 packs of baseball cards. Each pack contains 10 cards. How many cards does
each boy get?
5. There are 8 bags of yellow and green balloons. Each bag contains 7 balloons. If there are 35 yellow
balloons, how many green balloons are there?
6. The fruit seller packs 72 oranges into bags of 8 each. He sells all the oranges at $4 a bag. How much
money did he receive?
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 136
Name Date
Erica buys some packs of rubber bracelets. There are 8 bracelets in each pack.
a. How many packs of rubber bracelets does she buy if she has a total of 56 bracelets? Draw a tape
diagram, and label the total number of packages as p. Write an equation, and solve for p.
b. After giving some bracelets away, Erica has 18 left. How many bracelets did she give away?
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 137
Name Date
1. Jenny bakes 10 cookies. She puts 7 chocolate chips on each cookie. Draw a tape diagram, and label the
total amount of chocolate chips as c. Write an equation, and solve for c.
2. Mr. Lopez arranges 48 dry erase markers into 8 equal groups for his math stations. Draw a tape diagram,
and label the number of dry erase markers in each group as v. Write an equation, and solve for v.
3. There are 35 computers in the lab. Five students each turn off an equal number of computers.
How many computers does each student turn off? Label the unknown as m, and then solve.
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 138
4. There are 9 bins of books. Each bin has 6 comic books. How many comic books are there altogether?
5. There are 8 trail mix bags in one box. Clarissa buys 5 boxes. She gives an equal number of bags of trail
mix to 4 friends. How many bags of trail mix does each friend receive?
6. Leo earns $8 each week for doing chores. After 7 weeks, he buys a gift and has $38 left. How much
money does he spend on the gift?
Lesson 11: Interpret the unknown in multiplication and division to model and
solve problems. 139
Name Date
1. The carnival is in town for 21 days. How many weeks is the carnival in town? (There are 7 days in
1 week.) Write an equation, and solve.
2. There are 48 liters of water needed to finish filling the dunk tank at the carnival. Each container holds
8 liters of water. How many containers are needed to finish filling the dunk tank? Represent the problem
using multiplication and division sentences and a letter for the unknown. Solve.
3. There are 4 rows of 7 chairs setup for the Magic Show. A worker sees the large number of people lined
up and doubles the number of rows of chairs. They are shown below.
Explain and label to show how the array represents both 8 × 7 and 2 × (4 × 7).
4. a. Fabrizio wins a bumblebee doll with 6 stripes. He notices that 5 other children in line for the Magic
Show won the same doll. How many stripes are on 6 bumblebee dolls? Write an equation using a
letter to represent the unknown. Solve.
The magician uses a magic box. Every time he puts an object in, it gets multiplied. Fabrizio writes
down what happens each time and tries to find a pattern. Look at his notes to the right.
b. Use the pattern to fill in the number of bean bags.
In Out
c. What does the magic box do? Explain how you know. 2 Feathers 14 Feathers
3 Marbles 21 Marbles
4 Dice 28 Dice
5 Wands 35 Wands
d. The magician puts 12 rings into the magic box. Fabrizio draws a number bond to find the total
number of rings after they are multiplied in the magic box. Use the number bond to show how
Fabrizio might have solved the problem.
12 × 7
e. After the show, Fabrizio and 5 friends equally share the cost of a $54 magic set. They use the
equation 6 × n = $54 to figure out how much each person pays. How much does Fabrizio pay?
1 Student is unable to Student mixes up the Student writes the Student correctly:
write an equation for order of numbers in correct equation but Writes 21 ÷ 7 = 3.
3.OA.3 the problem. The the division equation divides incorrectly Identifies that the
attempt shows student (e.g., 21 ÷ 3 = ?). (e.g., 21 ÷ 7 = wrong answer represents
3.OA.4
may not understand answer). the number of
the meaning of the weeks.
question.
4 Student answers one Student answers two Student answers three Student correctly:
question correctly. questions correctly. questions correctly. Writes and solves an
Mistakes may include: equation using a
3.OA.3
Completing the letter to represent
3.OA.4
equation in Part (a) the total number of
3.OA.5 incorrectly (e.g., stripes in Part (a)
3.OA.9 6 × 6 = n; n = wrong (6 × 6 = b; b = 36).
answer). Fills in 42 bean bags
Providing inaccurate in the chart in
explanation in Part (b).
Part (c). Accurately explains
Providing incorrect how the magic box
total in Part (d) multiplies objects by
(e.g., 12 × 7 = wrong 7 in Part (c).
total). Uses a number bond
to break apart the
12 × 7 and
distributes to find
the total number of
rings, 84, in Part (d).
Writes n = $9 in
Part (e).
3
GRADE
Mathematics Curriculum
GRADE 3 • MODULE 3
Topic D
Multiplication and Division Using
Units of 9
3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.6
Focus Standards: 3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not
use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then
4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷
5 = 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be decomposed
into two equal addends.
Instructional Days: 4
Coherence -Links from: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000
G2–M6 Foundations of Multiplication and Division
G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and
10
-Links to: G3–M4 Multiplication and Area
G4–M3 Multi-Digit Multiplication and Division
G4–M5 Fraction Equivalence, Ordering, and Operations
G4–M7 Exploring Measurement with Multiplication
In Lesson 12, students use the distributive property to establish the 9 = 10 – 1 pattern for multiplication.
Conceptual understanding of the pattern enables students to see this method of multiplication as a tool
rather than a trick. This lesson lays the foundation for exploring other patterns that emerge with
multiplication using units of 9 in the subsequent lessons.
Lessons 13 and 14 focus on the study of patterns as they relate to the fact 9 = 10 – 1. Students discover that
the tens digit in the product of a nines fact is 1 less than the multiplier and that the ones digit in the product is
10 minus the multiplier. For example, 9 × 3 = 27, 2 = 3 – 1, and 7 = 10 – 3. They also see that the digits of the
nines facts’ products produce a sum of 9, as in the example above (2 + 7 = 9).
Lesson 15 parallels the final lessons of Topics B and C. Students analyze multiplication and division problems
using units of 9, drawing models, and writing equations using a letter to represent the unknown. These
lessons are intended to provide students with continuous experience relating three numbers to find the
unknown, as well as to deepen their understanding of the relationship between multiplication and division.
Objective 3: Interpret the unknown in multiplication and division to model and solve problems.
(Lesson 15)
Lesson 12
Objective: Apply the distributive property and the fact 9 = 10 – 1 as a
strategy to multiply.
Multiply by 8 (7 minutes)
Materials: (S) Multiply By 8 (6–10) (Pattern Sheet)
Note: This activity builds fluency with respect to multiplication facts using units of 8. It supports students
knowing from memory all products of two one-digit numbers. See Lesson 5 for the directions regarding
administration of a Multiply By Pattern Sheet.
T: (Write 6 × 8 = ____.) Let’s skip-count up by eights to solve. (Count with fingers to 6 as students
count.)
S: 8, 16, 24, 32, 40, 48.
T: Let’s skip-count down to find the answer, too. Start at 80. (Count down from 10 fingers as students
count.)
S: 80, 72, 64, 56, 48.
T: Let’s skip-count up again to find the answer, but this time start at 40. (Count up from 5 fingers as
students count.)
S: 40, 48.
Continue with the following possible sequence: 8 × 8, 7 × 8, and 9 × 8.
T: (Distribute the Multiply By 8 Pattern Sheet.) Let’s practice multiplying by 8. Be sure to work left to
right across the page.
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 149
Note: This fluency activity prepares students for today’s Concept Development.
T: (Write 20 – 2 = ____.) Say the subtraction sentence in unit form.
S: 2 tens – 2 ones.
T: (Point to the 20.) Let’s break apart the 20, taking out 10 ones. How many tens are left?
S: 1 ten.
T: What’s 10 ones – 2 ones?
S: 8 ones.
T: (Write 8.)
T: What’s 20 – 2?
S: 18.
T: (Write 20 – 2 = 18.)
T: (Write 30 – 3 = ____.) After writing the equation, break apart the 30, taking out 10 ones.
S: (Break apart the 30 into 20 and 10.)
T: Take 3 ones from 10 ones and complete the equation.
S: (Take 3 from 10 to get 7; 30 – 3 = 27.)
Continue with the following possible sequence: 40 – 4, 50 – 5, 60 – 6, 70 – 7, 80 – 8, and 90 – 9.
A scientist fills 5 test tubes with 9 milliliters of fresh water in each. She fills another 3 test tubes with
9 milliliters of salt water in each. How many milliliters of water does she use in all? Use the break apart and
distribute strategy to solve.
Note: The Application Problem is meant to reinforce the 5 + n break apart and distribute strategy to support
Problem 1 in the Problem Set and also provide a point of comparison between the 5 + n strategy and
9 = 10 – 1 strategy for multiplying with a factor of 9. Notice that, to add 45 and 27, the student has
taken 3 from 45 to make 30 from 27.
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 150
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 151
T: (Write 9 × 8 = (5 + 4) × 8.) One way we’ve learned to solve 9 × 8 is by breaking 9 eights up into
5 eights plus 4 eights. Why did it work well to subtract this time instead?
MP.3 S: Because we only had to subtract 1 eight. Yeah, 9 is
really close to 10, and tens are easy to use. We already
know 10 × 8, and besides, it’s easy to subtract from a NOTES ON
tens fact. MULTIPLE MEANS
T: Work with your partner to change the equation I just OF ENGAGEMENT:
wrote for 9 × 8. Make sure it shows how we used As students solve the Problem Set,
subtraction to solve. some learners may solve Problem 1
S: (Change the equation to 9 × 8 = (10 – 1) × 8.) more efficiently using the 9 = 10 – 1
strategy.
T: What part of the equation did you change?
Students working above grade level can
S: We changed 5 + 4 to 10 – 1. be encouraged to write equations using
T: Why? parentheses for Problem 2. Challenge
S: Because we didn’t add; we subtracted. We started students to offer multiple equations.
with 10 eights and then took away 1 eight. Ask, “How many equations can you
write for Problem 2(a)?”
Continue with the following suggested sequence: 9 × 7 and
9 × 6.
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 152
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 153
Multiply.
multiply by 8 (6–10)
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 154
Name Date
1. Each has a value of 9. Find the value of each row. Then, add the rows to find the total.
a. 6 × 9 = _____ b. 7 × 9 = _____
5 × 9 = 45 5 × 9 = 45
6 × 9 = (5 + 1) × 9 7 × 9 = (5 + ____) × 9
= (5 × 9) + (1 × 9) = (5 × 9) + (____ × 9)
= 45 + _____ = 45 + _____
= _____ = _____
c. 8 × 9 = _____ d. 9 × 9 = _____
5 × 9 = _____ 5 × 9 = _____
8 × 9 = (5 + _____) × 9 9 × 9 = (5 + _____) × 9
= (5 × 9) + (_____ × _____) = (5 × 9) + (_____ × _____)
= 45 + _____ = 45 + _____
= _____ = _____
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 155
a. 9 × 6 = b. 9 × 7 =
6 7
=_____ – 6 = _____ – 7
= _____ = _____
c. 9 × 8 = d. 9 × 9 =
8 9
= _____ = _____
3. Matt buys a pack of postage stamps. He counts 9 rows of 4 stamps. He thinks of 10 fours to find the total
number of stamps. Show the strategy that Matt might have used to find the total number of stamps.
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 156
4. Match.
81
45 ÷ 9
3×9
10
27
9÷9
9×9
36 90 ÷ 9
8×9
6
9×4 72 ÷ 9
72
18
2×9
54 ÷ 9
8
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 157
Name Date
1. Each has a value of 9. Complete the equations to find the total value of the tower of blocks.
_____ × 9 = (5 + ____) × 9
= 45 + _____
= _____
2. Hector solves 9 × 8 by subtracting 1 eight from 10 eights. Draw a model, and explain Hector’s strategy.
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 158
Name Date
1. Find the value of each row. Then, add the rows to find the total.
9 × 6 = _____ 9 × 7 = _____
5 × 6 = 30 5 × 7 = _____
9 × 6 = (5 + 4) × 6 9 × 7 = (5 + _____) × 7
= (5 × 6) + (4 × 6) = (5 × 7) + (_____ × 7)
= 30 + _____ = 35 + _____
= _____ = _____
9 × 8 = _____ 9 × 9 = _____
5 × 8 = _____
5 × 9 = _____
_____ × 8 = _____
_____ × 9 = _____
9 × 8 = (5 + _____) × 8 9 × 9 = (5 + _____) × 9
= 40 + _____ = 45 + _____
= _____ = _____
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 159
2. Match.
= _____ – _____
72 9×4
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 160
tape diagram
Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy
to multiply. 161
Lesson 13
Objective: Identify and use arithmetic patterns to multiply.
Note: This activity prepares students to use the distributive property using units of 9.
T: (Project a number bond with a whole of 45 and 18 as a part.) On your personal white board,
complete the unknown part in the number bond.
S: (Write 27.)
Continue with the following possible sequence: whole of 90 and 27 as a part, whole of 54 and 36 as a part,
whole of 72 and 27 as a part, and whole of 63 and 18 as a part.
T: Talk to your partner: Does the pattern work for 11 × 9? Why or why not?
S: No, the pattern doesn’t make sense. You can’t have 10 in the tens place, and we don’t know how to
solve 10 – 11 to find what digit is in the ones place.
T: The pattern can give you the answer to any nines fact from 1 × 9 to 10 × 9, but it doesn’t work for
nines facts bigger than 10 × 9.
Michaela and Gilda read the same book. It takes Michaela about 8 minutes to read a chapter and Gilda about
10 minutes. There are 9 chapters in the book. How many fewer minutes does Michaela spend reading than
Gilda?
Note: This problem comes after the Concept Development, so students have the opportunity to apply some
of the strategies they learned in the context of problem solving. Encourage them to check their answers to
the nines facts using new learning.
Any combination of the questions below may be used to lead the discussion.
What patterns did you use to solve Problem 1?
The add 10, subtract 1 strategy can be used to
quickly find multiples of 9. How could you
change it to quickly find multiples of 8?
How is the add 10, subtract 1 strategy related to
the 9 = 10 – 1 break apart and distribute strategy
we learned recently?
In Problem 3(d) how did you figure out where
Kent’s strategy stops working? Why doesn’t this
strategy work past 10 × 9?
How can the number of groups in a nines fact
help you find the product?
How did group counting during the fluency
activity help prepare us for today’s lesson?
A
Number Correct: _______
Multiply or divide by 8
1. 2×8= 23. × 8 = 80
2. 3×8= 24. × 8 = 32
3. 4×8= 25. × 8 = 24
4. 5×8= 26. 80 ÷ 8 =
5. 1×8= 27. 40 ÷ 8 =
6. 16 ÷ 8 = 28. 8÷1=
7. 24 ÷ 8 = 29. 16 ÷ 8 =
8. 40 ÷ 8 = 30. 24 ÷ 8 =
9. 8÷1= 31. × 8 = 48
10. 32 ÷ 8 = 32. × 8 = 56
15. 10 × 8 = 37. 48 ÷ 8 =
16. 64 ÷ 8 = 38. 64 ÷ 8 =
17. 56 ÷ 8 = 39. 11 × 8 =
18. 72 ÷ 8 = 40. 88 ÷ 8 =
19. 48 ÷ 8 = 41. 12 × 8 =
20. 80 ÷ 8 = 42. 96 ÷ 8 =
21. × 8 = 40 43. 14 × 8 =
B
Number Correct: _______
Improvement: _______
Multiply or divide by 8
1. 1×8= 23. × 8 = 48
2. 2×8= 24. × 8 = 80
3. 3×8= 25. × 8 = 24
4. 4×8= 26. 16 ÷ 8 =
6. 24 ÷ 8 = 28. 80 ÷ 8 =
7. 16 ÷ 8 = 29. 40 ÷ 8 =
8. 32 ÷ 8 = 30. 24 ÷ 8 =
9. 8÷1= 31. × 8 = 64
10. 40 ÷ 8 = 32. × 8 = 32
11. 10 × 8 = 33. × 8 = 72
16. 56 ÷ 8 = 38. 56 ÷ 8 =
17. 48 ÷ 8 = 39. 11 × 8 =
18. 64 ÷ 8 = 40. 88 ÷ 8 =
19. 80 ÷ 8 = 41. 12 × 8 =
20. 72 ÷ 8 = 42. 96 ÷ 8 =
21. × 8 = 16 43. 13 × 8 =
Name Date
1. a. Skip-count by nine.
9
_______, 36
_______, _______, _______, 72 _______, _______
_______, _______, _______, _______,
10
a. 10 more than 0 is _______, f. 10 more than 45 is _______,
9
1 less is _______. 1 less is _______.
9
1 × 9 = _______ 6 × 9 = _______
b. Use the pattern to find the next 4 facts. Show your work.
11 × 9 = 12 × 9 = 13 × 9 = 14 × 9 =
c. Kent notices another pattern in Problem 2. His work is shown below. He sees the following:
The tens digit in the product is 1 less than the number of groups.
The ones digit in the product is 10 minus the number of groups.
2 × 9 = 18 1=2–1 8 = 10 – 2
3 × 9 = 27 2=3–1 7 = 10 – 3
4 × 9 = 36 3=4–1 6 = 10 – 4
5 × 9 = 45 4=5–1 5 = 10 – 5
4. Each equation contains a letter representing the unknown. Find the value of each unknown. Then, write
the letters that match the answers to solve the riddle.
81 ÷ 9 = g 9 × d = 72
a × 9 = 54
g = _____ d = _____
a = _____
e × 9 = 63
e = _____
9 × n = 27
o ÷ 9 = 10
n = _____
o = _____
t × 9 = 18
t = _____
i÷9=5
9 × s = 36
i = _____
s = _____
____ ____ ____ ____ “____” ____ ____ ____ ____ ____’ ____ ____ ____ ____ ____ !
6 8 8 6 9 6 3 8 45 2 4 9 90 3 7
Name Date
1. 6 × 9 = 54 8 × 9 = 72
What is 10 more than 54? _______ What is 10 more than 72? _______
7 × 9 = _______ 9 × 9 = _______
Name Date
90
_______, 72
_______, _______, 36
_______, _______, _______, _______, _______, _______, _______
2. Each equation contains a letter representing the unknown. Find the value of each unknown.
a × 9 = 18 m÷9=3 e × 9 = 45 f÷9=4
a = _____ m = _____ e = _____ f = _____
9 × d = 81 w÷9=6 9 × s = 90 k÷9=8
d = _____ w = _____ s = _____ k = _____
3. Solve.
a. What is 10 more than 0? ____ b. What is 10 more than 9? ____ c. What is 10 more than 18? ____
What is 1 less? ____ What is 1 less? ____ What is 1 less? ____
1 × 9 = ____ 2 × 9 = ____ 3 × 9 = ____
d. What is 10 more than 27? ____ e. What is 10 more than 36? ____ f. What is 10 more than 45? ____
What is 1 less? ____ What is 1 less? ____ What is 1 less? ____
4 × 9 = ____ 5 × 9 = ____ 6 × 9 = ____
g. What is 10 more than 54? ____ h. What is 10 more than 63? ____ i. What is 10 more than 72? ____
What is 1 less? ____ What is 1 less? ____ What is 1 less? ____
7 × 9 = ____ 8 × 9 = ____ 9 × 9 = ____
4. Explain the pattern in Problem 3, and use the pattern to solve the next 3 facts.
Lesson 14
Objective: Identify and use arithmetic patterns to multiply.
Multiply By 9 (7 minutes)
Materials: (S) Multiply By 9 (1–5) (Pattern Sheet)
Note: This activity builds fluency with respect to multiplication facts using units of 9. It supports students
knowing from memory all products of two one-digit numbers. See Lesson 5 for the directions regarding
administering a Multiply By Pattern Sheet.
T: (Write 5 × 9 = ____.) Let’s skip-count by nines to find the answer. (Count with fingers to 5 as
students count and record the count-by sequence on the board.)
S: 9, 18, 27, 36, 45.
T: (Circle 45 and write 5 × 9 = 45 above it. Write 3 × 9 = ____.) Let’s skip-count up by nines again.
(Count with fingers to 3 as students count.)
S: 9, 18, 27.
T: (Circle 27 and write 3 × 9 = 27 above it.) Let’s see how we can skip-count down to find the answer,
too. Start at 45 with 5 fingers, 1 for each nine. (Count down with your fingers as students say
numbers.)
S: 45 (5 fingers), 36 (4 fingers), 27 (3 fingers).
Repeat the process for 4 × 9.
T: (Distribute the Multiply By 9 Pattern Sheet.) Let’s practice multiplying by 9. Be sure to work left to
right across the page.
Part 2: Apply strategies for solving nines facts and reason about their effectiveness.
Part 2 is intended to be a station-based activity where small groups of students rotate through five stations.
At each station, they use a different strategy to solve nines facts. The suggestions below indicate which
recently learned strategy students might use to solve nines facts at each station.
Station 1: Use the add 10, subtract 1 strategy to list facts from 1 × 9 to 10 × 9.
Station 2: Use 9 × n = (10 × n) – (1 × n), a distributive strategy, to solve facts from 1 × 9 to 10 × 9.
Station 3: Use the finger strategy to solve facts from 1 × 9 to 10 × 9.
Station 4: Use the number of groups to find the digits in the tens and ones places of the product to
solve facts from 6 × 9 to 9 × 9.
Station 5: Use 9 × n = (5 × n) + (4 × n), a distributive strategy, to solve facts from 6 × 9 to 9 × 9.
Multiply.
multiply by 9 (1–5)
Name Date
1. a. Multiply. Then, add the tens digit and ones digit of each product.
2 × 9 = 18 1 + _____
_____ 8 = ______
b. What is the sum of the digits in each product? How can this strategy help you check your work with
the nines facts?
c. Araceli continues to count by nines. She writes, “90, 99, 108, 117, 126, 135, 144, 153, 162, 171, 180,
189, 198. Wow! The sum of the digits is still 9.” Is she correct? Why or why not?
2. Araceli uses the number of groups in 8 × 9 to help her find the product. She uses 8 – 1 = 7 to get the digit
in the tens place and 10 – 8 = 2 to get the digit in the ones place. Use her strategy to find 4 more facts.
4. Sonya figures out the answer to 7 × 9 by putting down her right index finger (shown). What is the
answer? Explain how to use Sonya’s finger strategy.
Name Date
Donald writes 6 × 9 = 54. Explain two strategies you could use to check his work.
Name Date
10 × 9 = 90 9 + 0 = 9
9 × 9 = 81 8 + 1 = 9
b. What pattern did you notice in Problem 1(a)? How can this strategy help you check your work with
nines facts?
3. Alexia figures out the answer to 6 × 9 by lowering the thumb on her right hand (shown). What is the
answer? Explain Alexia’s strategy.
4. Travis writes 72 = 9 × 8. Is he correct? Explain at least 2 strategies Travis can use to check his work.
Lesson 15
Objective: Interpret the unknown in multiplication and division to model
and solve problems.
Multiply By 9 (7 minutes)
Materials: (S) Multiply By 9 (6–10) (Pattern Sheet)
Note: This activity builds fluency with respect to multiplication facts using units of 9. It supports students
knowing from memory all products of two one-digit numbers. See Lesson 5 for the directions regarding
administering a Multiply By Pattern Sheet.
T: (Write 6 × 9 = ____.) Let’s skip-count up by nine to solve. (Count with fingers to 6 as students
count.)
S: 9, 18, 27, 36, 45, 54.
T: Let’s skip-count down to find the answer, too. Start at 90. (Starting with 10 fingers, count down as
students count.)
S: 90, 81, 72, 63, 54.
T: Let’s skip-count up again to find the answer, but this time start at 45. (Starting with 5 fingers, count
up as students count.)
S: 45, 54.
Continue with the following possible suggestions: 8 × 9, 7 × 9, and 9 × 9.
T: (Distribute the Multiply By 9 Pattern Sheet.) Let’s practice multiplying by 9. Be sure to work left to
right across the page.
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 186
Divide by 9 (4 minutes)
Materials: (S) Personal white board
Note: This fluency activity reviews using a letter to represent the unknown, which was first taught in
Lesson 3.
T: (Write a × 9 = 18.) On your personal white board, write the value of a.
S: (Write a = 2.)
T: (Write 18 ÷ 9 = ___.) Say the division sentence.
S: 18 ÷ 9 = 2.
Continue with the following possible sequence: b × 9 = 45, c × 9 = 36, d × 9 = 54, e × 9 = 27, f × 9 = 90,
g × 9 = 81, and h × 9 = 72.
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 187
T: Talk to your partner. What strategy for solving nines facts did you use?
S: (Discuss.)
T: What is the value of h?
S: The value of h is 36.
T: How many highlighters does Ada have at the start?
S: 36 highlighters.
T: Is the problem complete yet?
S: No, we have to find how many highlighters Ada gives away.
T: Solve the second step of the problem using the letter g to
represent the unknown.
S: (Write 36 – 17 = g and solve.)
T: What is the value of g?
S: The value of g is 19.
T: How many highlighters does Ada give away?
S: Ada gives away 19 highlighters.
T: Can we tell how many classmates Ada has? How do you know?
S: Ada has 19 classmates! I know because she gave 1 highlighter to each classmate, and she gave away
19 highlighters.
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 188
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 189
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 190
Multiply.
multiply by 9 (6–10)
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 191
Name Date
Write an equation, and use a letter to represent the unknown for Problems 1–6.
1. Mrs. Parson gave each of her grandchildren $9. She gave a total of $36. How many grandchildren does
Mrs. Parson have?
2. Shiva pours 27 liters of water equally into 9 containers. How many liters of water are in each container?
3. Derek cuts 7 pieces of wire. Each piece is 9 meters long. What is the total length of the 7 pieces?
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 192
4. Aunt Deena and Uncle Chris share the cost of a limousine ride with their 7 friends. The ride cost a total
of $63. If everyone shares the cost equally, how much does each person pay?
5. Cara bought 9 packs of beads. There are 10 beads in each pack. She always uses 30 beads to make each
necklace. How many necklaces can she make if she uses all the beads?
6. There are 8 erasers in a set. Damon buys 9 sets. After giving some erasers away, Damon has 35 erasers
left. How many erasers did he give away?
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 193
Name Date
1. Mrs. Aquino pours 36 liters of water equally into 9 containers. How much water is in each container?
2. Marlon buys 9 packs of hot dogs. There are 6 hot dogs in each pack. After the barbeque, 35 hot dogs are
left over. How many hot dogs were eaten?
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 194
Name Date
1. The store clerk equally divides 36 apples among 9 baskets. Draw a tape diagram, and label the number of
apples in each basket as a. Write an equation, and solve for a.
2. Elijah gives each of his friends a pack of 9 almonds. He gives away a total of 45 almonds. How many
packs of almonds did he give away? Model using a letter to represent the unknown, and then solve.
3. Denice buys 7 movies. Each movie costs $9. What is the total cost of 7 movies? Use a letter to represent
the unknown. Solve.
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 195
4. Mr. Doyle shares 1 roll of bulletin board paper equally with 8 teachers. The total length of the roll is
72 meters. How much bulletin board paper does each teacher get?
5. There are 9 pens in a pack. Ms. Ochoa buys 9 packs. After giving her students some pens, she has
27 pens left. How many pens did she give away?
6. Allen buys 9 packs of trading cards. There are 10 cards in each pack. He can trade 30 cards for a comic
book. How many comic books can he get if he trades all of his cards?
Lesson 15: Interpret the unknown in multiplication and division to model and solve
problems. 196
3
GRADE
Mathematics Curriculum
GRADE 3 • MODULE 3
Topic E
Analysis of Patterns and Problem
Solving Including Units of 0 and 1
3.OA.3, 3.OA.7, 3.OA.8, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6
Focus Standards: 3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows
40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
3.OA.8 Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding. (This standard is limited to problems posed with whole numbers
and having whole-number answers; students should know how to perform operations
in the conventional order when there are no parentheses to specify a particular order,
i.e., Order of Operations.)
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be decomposed
into two equal addends.
Instructional Days: 3
Coherence -Links from: G2–M6 Foundations of Multiplication and Division
G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and
10
-Links to: G3–M4 Multiplication and Area
G4–M3 Multi-Digit Multiplication and Division
G4–M7 Exploring Measurement with Multiplication
In Lesson 16, students multiply and divide by 0 and 1. They use patterns to understand that n × 0 = 0 and
show why the result of dividing a number by 0 is undefined but that dividing 0 by another number results in 0.
Lesson 17 synthesizes students’ knowledge of factors from 0 to 10 in an exploration of patterns using the
multiplication table. Students recognize the patterns of particular factors and make connections between
multiplication and division.
In Lesson 18, students apply the tools, representations, and concepts they have learned in order to solve two-
step word problems using all four operations. They call on rounding skills learned in Module 2 to estimate
solutions and use their estimations to assess the reasonableness of answers.
A Teaching Sequence Toward Mastery of Analysis of Patterns and Problem Solving Including
Units of 0 and 1
Objective 1: Reason about and explain arithmetic patterns using units of 0 and 1 as they relate to
multiplication and division.
(Lesson 16)
Objective 2: Identify patterns in multiplication and division facts using the multiplication table.
(Lesson 17)
Objective 3: Solve two-step word problems involving all four operations and assess the reasonableness
of solutions.
(Lesson 18)
Lesson 16
Objective: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division.
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 199
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 200
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 201
T: n could be 3, 2, 5, 6, or any other number. n can be any number in the multiplication equation, and
the same is true for the division equation. Work with your partner to try a few different numbers in
the multiplication and division equations.
S: (Plug in a variety of values.)
MP.7
T: What do you notice?
S: Lots of numbers work!
T: Right, there isn’t one single value for n in this case. Talk with a partner about what patterns you
discovered for dividing by 0.
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 202
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 203
A
Number Correct: _______
Multiply or divide by 9
1. 2×9= 23. × 9 = 90
2. 3×9= 24. × 9 = 18
3. 4×9= 25. × 9 = 27
4. 5×9= 26. 90 ÷ 9 =
5. 1×9= 27. 45 ÷ 9 =
6. 18 ÷ 9 = 28. 9÷9=
7. 27 ÷ 9 = 29. 18 ÷ 9 =
8. 45 ÷ 9 = 30. 27 ÷ 9 =
9. 9÷9= 31. × 9 = 54
10. 36 ÷ 9 = 32. × 9 = 63
15. 10 × 9 = 37. 54 ÷ 9 =
16. 72 ÷ 9 = 38. 72 ÷ 9 =
17. 63 ÷ 9 = 39. 11 × 9 =
18. 81 ÷ 9 = 40. 99 ÷ 9 =
19. 54 ÷ 9 = 41. 12 × 9 =
21. × 9 = 45 43. 14 × 9 =
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 204
B
Number Correct: _______
Improvement: _______
Multiply or divide by 9
1. 1×9= 23. × 9 = 18
2. 2×9= 24. × 9 = 90
3. 3×9= 25. × 9 = 27
4. 4×9= 26. 18 ÷ 9 =
6. 27 ÷ 9 = 28. 90 ÷ 9 =
7. 18 ÷ 9 = 29. 45 ÷ 9 =
8. 36 ÷ 9 = 30. 27 ÷ 9 =
9. 9÷9= 31. × 9 = 27
10. 45 ÷ 9 = 32. × 9 = 36
11. 10 × 9 = 33. × 9 = 81
16. 63 ÷ 9 = 38. 63 ÷ 9 =
17. 54 ÷ 9 = 39. 11 × 9 =
18. 72 ÷ 9 = 40. 99 ÷ 9 =
19. 90 ÷ 9 = 41. 12 × 9 =
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 205
Name Date
1. Complete.
1 2 3 4 5 6 7 8 9
… n
×1 ×1 ×1 ×1 ×1 ×1 ×1 ×1 ×1 ×1
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 206
b. Use your equation from Part (a). Let n = 6. Write a new equation, and draw a picture to show that
your equation is true.
c. Write the related multiplication equation that you can use to check your division equation.
5. Matt explains what he learned about dividing with zero to his little sister.
a. What might Matt tell his sister about solving 0 ÷ 9? Explain your answer.
b. What might Matt tell his sister about solving 8 ÷ 0? Explain your answer.
c. What might Matt tell his sister about solving 0 ÷ 0? Explain your answer.
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 207
Name Date
1. Complete.
2. Luis divides 8 by 0 and says it equals 0. Is he correct? Explain why or why not.
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 208
Name Date
1. Complete.
9×1=w w=6
w×1=6 w=7
7÷w=1 w=8
1×w=8
w=9
w÷8=0
w=1
9÷9=w w=0
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 209
3. Let c = 8. Determine whether the equations are true or false. The first one has been done for you.
a. c × 0 = 8 False
b. 0 × c = 0
c. c × 1 = 8
d. 1 × c = 8
e. 0 ÷ c = 8
f. 8÷c=1
g. 0 ÷ c = 0
h. c ÷ 0 = 8
b. Using your equation from Part (a), let n = 5, and draw a picture to show that the new equation is true.
Lesson 16: Reason about and explain arithmetic patterns using units
of 0 and 1 as they relate to multiplication and division. 210
Lesson 17
Objective: Identify patterns in multiplication and division facts using the
multiplication table.
Note: This fluency activity reviews multiplication and division facts within 100.
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 211
Note: This fluency activity reviews multiplication and division using units of 0 and 1.
T: (Write ___ × 1 = 6.) On your personal white board, complete the equation.
S: (Write 6 × 1 = 6.)
Continue with the following possible sequence: __ × 1 = 7, 9 × __ = 9, 8 × __ = 8, 7 ÷ __ = 7, 9 ÷ __ = 9,
7 ÷ __ = 1, 9 ÷ __ = 1, 8 × __ = 0, 6 × __ = 0, 0 ÷ 7 = __, 0 ÷ 9 = __, __ ÷ 8 = 0, __ ÷ 6 = 0, __ × 1 = 8, 7 × __ = 7,
6 ÷ __ = 6, 9 × __ = 0, 6 ÷ __ = 1, 0 ÷ 6 = __, __ ÷ 9 = 0, and 9 ÷ __ = 1.
Henry’s garden has 9 rows of squash plants. Each row has 8 squash plants. There is also 1 row with
8 watermelon plants. How many squash and watermelon plants does Henry have in all?
Note: This problem reviews multiplying by units of 9 and 1. Depending on how students choose to solve the
problem, it can be used to review multiplying with units of 10 (e.g., 10 × 8). Be sure to discuss the various
strategies that can be used to solve this problem.
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 212
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 213
T: How do these 2 facts help you find 7 × 4? Talk to your partner and answer Problem 1(c) on the
Problem Set.
S: 20 and 8 is 28. 2 fours + 5 fours is 7 fours. 2 plus 5 is 7, so the products of these 2 facts can be
added together to get the product of 7 × 4. (Answer Problem 1(c) on the Problem Set.)
T: Is the product of 7 and 16 on this table?
S: No!
T: Talk to a partner. How can we use this table and what we know to solve 7 × 16?
S: 10 sevens and 6 sevens is 16 sevens, 70 + 42. Doubling 8 sevens equals 56 + 56. 9 sevens and
7 sevens, 63 + 49. We can think of 16 as 8 + 8 and then the problem is (7 × 8) + (7 × 8). We
could also add 4 sevens four times! 28 + 28 + 28 + 28.
T: Answer Problem 1(d).
Problem 2
T: Complete the chart in Problem 2 by writing the products for each equation. (Students finish
working.) Read the products to me.
S: 1, 4, 9, 16, 25, 36.
T: If this chart continued, what would the next equation be?
S: 7 × 7 = 49.
T: And the next equation?
S: 8 × 8 = 64.
T: Draw arrays to match each of these equations in Problem 2. (Students finish working.) Now, record
the change in the number of squares from one array to the next.
T: (Allow students time to finish.) Discuss with a partner. What is the pattern in the number of squares
being added?
S: It’s 1, 3, 5, 7, like that! The increase in squares is the same as counting by the odd numbers, 1, 3,
5, 7, 9, 11, 13, 15.
T: Answer Problem 2(b).
T: What are the first 2 odd numbers when you start counting at 0?
S: 1 and 3.
T: What is their sum?
S: 4.
T: Look at Problem 2. Four is the product of what?
MP.7 S: 2 × 2.
T: The sum of the first 2 odd numbers is the same as the product of 2 × 2.
T: What is the sum of the first 3 odd numbers?
S: 9.
T: Look at Problem 2. Nine is the product of what?
S: 3 × 3.
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 214
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 215
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 216
Name Date
a. Color all the squares with even products orange. Can an even product ever have an odd factor?
c. Everyone knows that 7 × 4 = (5 × 4) + (2 × 4). Explain how this is shown in the table.
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 217
1×1
a. Label each product on the diagonal.
2×2
Lesson 17 Problem Set
3×3
4×4
multiplication table.
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 17:
c. What pattern do you notice in the number of squares that are added to each new array?
d. Use the pattern you discovered in Part (b) to prove this: 9 × 9 is the sum of the first 9 odd numbers.
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 219
Name Date
2. Luis says 3 × 233 = 626. Use what you learned about odd times odd to explain why Luis is wrong.
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 220
Name Date
× 1 2 3 4 5 6 7 8
c. What do you notice about the factors and products that are left unshaded?
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 221
d. Complete the chart by filling in each blank and writing an example for each rule.
Rule Example
2. Today in class, we found that n × n is the sum of the first n odd numbers. Use this pattern to find the
value of n for each equation below. The first is done for you.
a. 1 + 3 + 5 = n × n
9=3×3
b. 1 + 3 + 5 + 7 = n × n
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 222
c. 1 + 3 + 5 + 7 + 9 + 11 = n × n
d. 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 = n × n
e. 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 = n × n
Lesson 17: Identify patterns in multiplication and division facts using the
multiplication table. 223
Lesson 18
Objective: Solve two-step word problems involving all four operations and
assess the reasonableness of solutions.
Note: This Sprint reviews Lesson 16, which involves rules and properties when multiplying and dividing with
1 and 0.
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 224
Project the following word problem: Joe has $173 in the bank. He earns the same amount of money each
week for 7 weeks and puts this money in the bank. Now, Joe has $208 in the bank. How much money does
Joe earn each week?
T: Draw a model to show the total amount of money Joe has in the bank at the end of the 7 weeks.
At my signal, show me your personal white board. (Signal.)
T: Do we know the amount of money Joe puts in the bank?
S: No.
T: Label this unknown on your model using the
letter m for money. Then, write what m
represents. (Students write.) Write an
equation to show how to solve for m.
S: (Write $208 − $173 = m.)
T: Solve for m, and write its value on your
model.
S: (Write m = $35.)
T: Is this answer reasonable?
S: Yes, because $173 + $35 equals $208, which
is the total amount Joe has in the bank.
T: Did we answer the question in the problem?
S: No, we’re trying to figure out how much
money he earns each week.
T: Adjust your model to show what you know
about the amount of money Joe earns in 7 weeks.
S: (Split $35 into 7 equal pieces.)
T: Label the unknown with the letter w to represent how much money Joe earns each week.
Then, write what w represents.
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 225
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 226
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 227
A
Number Correct: _______
1. ×1=2 23. 9÷ =9
2. ×1=3 24. 8× =8
5. 8× =0 27. ×1=7
6. 9× =0 28. 6× =0
7. 4× =0 29. 4× =4
8. 5× =5 30. 0÷8=
9. 6× =6 31. 0× =0
11. 3× =3 33. × 1 = 24
16. 1× =1 38. 0 ÷ 51 =
17. 4÷ =4 39. 64 × = 64
18. 5÷ =5 40. × 1 = 79
19. 6÷ =6 41. 0 ÷ 82 =
20. 8÷ =8 42. × 1 = 96
22. 3× =0 44. 43 × =0
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 228
B
Number Correct: _______
Improvement: _______
Multiply and Divide with 1 and 0
1. ×1=3 23. 8÷ =8
2. ×1=4 24. 7× =7
5. 7× =0 27. ×1=9
6. 8× =0 28. 5× =0
7. 3× =0 29. 9× =9
8. 4× =4 30. 0÷6=
9. 5× =5 31. 1÷1=
10. 6× =6 32. 0× =0
11. 2× =2 33. × 1 = 34
16. 1× =1 38. 0 ÷ 52 =
17. 3÷ =3 39. 63 × = 63
18. 4÷ =4 40. × 1 = 78
19. 5÷ =5 41. 0 ÷ 81 =
20. 7÷ =7 42. × 1 = 97
22. 4× =0 44. 42 × =0
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 229
Name Date
Use the RDW process for each problem. Explain why your answer is reasonable.
1. Rose has 6 pieces of yarn that are each 9 centimeters long. Sasha gives Rose a piece of yarn. Now, Rose
has a total of 81 centimeters of yarn. What is the length of the yarn that Sasha gives Rose?
2. Julio spends 29 minutes doing his spelling homework. He then completes each math problem in
4 minutes. There are 7 math problems. How many minutes does Julio spend on his homework in all?
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 230
3. Pearl buys 125 stickers. She gives 53 stickers to her little sister. Pearl then puts 9 stickers on each page of
her album. If she uses all of her remaining stickers, on how many pages does Pearl put stickers?
4. Tanner’s beaker had 45 milliliters of water in it at first. After each of his friends poured in 8 milliliters, the
beaker contained 93 milliliters. How many friends poured water into Tanner’s beaker?
5. Cora weighs 4 new, identical pencils and a ruler. The total weight of these items is 55 grams. She weighs
the ruler by itself and it weighs 19 grams. How much does each pencil weigh?
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 231
Name Date
Use the RDW process to solve. Explain why your answer is reasonable.
On Saturday, Warren swims laps in the pool for 45 minutes. On Sunday, he runs 8 miles. It takes him
9 minutes to run each mile. How long does Warren spend exercising over the weekend?
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 232
Name Date
Use the RDW process for each problem. Explain why your answer is reasonable.
1. Mrs. Portillo’s cat weighs 6 kilograms. Her dog weighs 22 kilograms more than her cat. What is the total
weight of her cat and dog?
2. Darren spends 39 minutes studying for his science test. He then does 6 chores. Each chore takes him
3 minutes. How many minutes does Darren spend studying and doing chores?
3. Mr. Abbot buys 8 boxes of granola bars for a party. Each box has 9 granola bars. After the party, there
are 39 bars left. How many bars were eaten during the party?
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 233
4. Leslie weighs her marbles in a jar, and the scale reads 474 grams. The empty jar weighs 439 grams.
Each marble weighs 5 grams. How many marbles are in the jar?
5. Sharon uses 72 centimeters of ribbon to wrap gifts. She uses 24 centimeters of her total ribbon to wrap a
big gift. She uses the remaining ribbon for 6 small gifts. How much ribbon will she use for each small gift
if she uses the same amount on each?
6. Six friends equally share the cost of a gift. They pay $90 and receive $42 in change. How much does each
friend pay?
Lesson 18: Solve two-step word problems involving all four operations and assess
the reasonableness of solutions. 234
3
GRADE
Mathematics Curriculum
GRADE 3 • MODULE 3
Topic F
Multiplication of Single-Digit Factors
and Multiples of 10
3.OA.5, 3.OA.8, 3.OA.9, 3.NBT.3, 3.OA.1
Focus Standards: 3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not
use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then
4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.8 Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding. (This standard is limited to problems posed with whole numbers
and having whole-number answers; students should know how to perform operations
in the conventional order when there are no parentheses to specify a particular order,
i.e., Order of Operations.)
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be decomposed
into two equal addends.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80,
5 × 60) using strategies based on place value and properties of operations.
Instructional Days: 3
Coherence -Links from: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000
G2–M6 Foundations of Multiplication and Division
G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and
10
-Links to: G3–M4 Multiplication and Area
G4–M3 Multi-Digit Multiplication and Division
G4–M7 Exploring Measurement with Multiplication
In Lesson 19, students initially use the place value chart to multiply by multiples of 10. To solve 2 × 40, for
example, they begin by modeling 2 × 4 in the ones place. Students relate this to multiplying 2 × 4 tens,
locating the same basic fact in the tens column. They see that when multiplied by 10, the digits in the
product shift one place value to the left. Complexities are addressed as regrouping becomes involved with
problems like 4 × 6, where the product has mixed units of tens and ones. However, the same principle
applies—the digits shift once to the left.
Lesson 20 carries students’ understanding from Lesson 19 to more abstract situations using a wider range of
multiples of 10. Students learn to model place value strategies using the associative property, for example,
2 × 30 = 2 × (3 × 10) = (2 × 3) × 10, and 4 × 60 = 4 × (6 × 10) = (4 × 6) × 10. In Lesson 21, students apply
learning from Topic F to solving two-step word problems and multiplying single-digit factors and multiples of
10. They use the rounding skills learned in Module 2 to estimate and assess the reasonableness of their
solutions.
Objective 2: Use place value strategies and the associative property n × (m × 10) = (n × m) × 10 (where
n and m are less than 10) to multiply by multiples of 10.
(Lesson 20)
Objective 3: Solve two-step word problems involving multiplying single-digit factors and multiples
of 10.
(Lesson 21)
Lesson 19
Objective: Multiply by multiples of 10 using the place value chart.
Repeat the process with 7 × 90 and 60 × 4 to give the students an opportunity to discuss the unit form
strategy with more complex problems.
Name Date
a. b.
2 × 4 = _______ 2 × 40 = _______
e. _________ = 60 × 5 f. _________ = 4 × 80
g. 7 × 40 = _________ h. 50 × 8 = _________
4. A bus can carry 40 passengers. How many passengers can 6 buses carry? Model with a tape diagram.
Name Date
6 × 5 = ______ 6 × 50 = ______
Name Date
a. b.
3. Match.
6×2 120
6 tens × 2 21
7×3 12
7 tens × 3 270
70 × 5 210
3 × 90 350
4. Each classroom has 30 desks. What is the total number of desks in 8 classrooms? Model with a tape
diagram.
Lesson 20
Objective: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to
multiply by multiples of 10.
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 247
multiply by multiples of 10.
T: (Write 2 tens × 3 = ____.) On your personal white board, write the multiplication equation in unit
form.
S: (Write 2 tens × 3 = 6 tens.)
T: Below your equation, write a second multiplication equation in standard form.
S: (Write 20 × 3 = 60.)
Continue with the following possible sequence: 4 × 2, 4 tens × 2, 5 × 3, 5 × 3 tens, 6 × 4, and 6 × 4 tens.
T: (Write 7 × 6 = ____.) Say the multiplication equation.
S: 7 × 6 = 42.
T: (Write 70 × 6 = ____.) Write the multiplication equation.
S: (Write 70 × 6 = 420.)
Continue with the following possible sequence: 8 × 8, 8 × 80; 9 × 8, 90 × 8; 6 × 6, 60 × 6; 8 × 7, 8 × 70; 4 × 9,
40 × 9; and 9 × 6, 90 × 6.
Note: This fluency activity reviews the use of parentheses and prepares students for today’s lesson.
T: (Write 4 × 5 = 2 × 2 × 5.) What’s 4 × 5?
4×5=2×2×5
S: 20.
T: On your personal white board, copy the equation. Then, underneath the 20 = (2 × 2) × 5
equation, write in parentheses and solve.
S: (Write 4 × 5 = 2 × 2 × 5. Beneath it, write 20 = (2 × 2) × 5.)
Continue with the following possible sequence: 6 × 4 = 6 × 2 × 2, 6 × 6 = 6 × 2 × 3, 4 × 7 = 2 × 2 × 7,
7 × 8 = 7 × 4 × 2, 8 × 4 = 8 × 2 × 2, 8 × 6 = 8 × 3 × 2, 9 × 6 = 9 × 3 × 2, and 9 × 8 = 9 × 4 × 2.
Note: This problem reviews multiplying by multiples of 10 from Lesson 19. In today’s Concept
Development, students build on their understanding from Lesson 19 to multiply by multiples of 10 using
the associative property.
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 248
multiply by multiples of 10.
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 249
multiply by multiples of 10.
T: (Add 2 rows of 6 tens and write 3 × (6 × 10).) How does my array show this expression? Tell your
partner.
S: There are 3 rows of 6 tens. Six tens is the same as
6 × 10. It has the parentheses around it because we Image B
did that first on the chart. Then, we multiplied the
6 × 10 by 3.
T: What is the answer to 3 × 6 tens in unit form?
S: 18 tens!
T: What is the value of 18 tens?
S: 180.
T: Compare the equations (3 × 6 ones) × 10 and 3 ×
(6 × 10). What do you notice about the factors we
used?
S: The factors are the same! 3, 6, and 10. The units are
different and so is the order of what you multiply first.
T: In both charts, we saw how multiplying the ten, even
at different times, made it easier to solve.
Repeat the process with (4 × 5) × 10 and 4 × (5 × 10).
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 250
multiply by multiples of 10.
Any combination of the questions below may be used to lead the discussion
In Problem 1, which grouping is easier for you to
solve? Why?
How do you see the movement of the
parentheses in the place value charts
in Problem 1?
Share with a partner how you knew where to
draw parentheses for the equations in Problem 2.
In Problem 3, how did Gabriella simplify the
problem?
Why didn’t we need to have a hundreds column
in our place value charts?
How is this new strategy helpful for finding
unknown, larger facts?
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 251
multiply by multiples of 10.
Name Date
1. Use the chart to complete the equations. Then, solve. The first one has been done for you.
× 10 × 10
a. (2 × 4) × 10 b. 2 × (4 × 10)
= (8 ones) × 10 = 2 × (4 tens)
80
= _______ = _______
× 10 × 10
c. (3 × 5) × 10 d. 3 × (5 × 10)
= _______ = _______
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 252
multiply by multiples of 10.
2. Place parentheses in the equations to find the related fact. Then, solve. The first one has been done for
you.
2 × 20 = 2 × (2 × 10) 2 × 30 = 2 × (3 × 10)
= (2 × 2) × 10 = (2 × 3) × 10
= 4 × 10 = ______ × 10
= 40 = ______
3 × 30 = 3 × (3 × 10) 2 × 50 = 2 × 5 × 10
= 3 × 3 × 10 = 2 × 5 × 10
= ______ × 10 = ______ × 10
= ______ = ______
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 253
multiply by multiples of 10.
Name Date
1. Place parentheses in the equations to find the related fact. Then, solve.
a. 4 × 20 = 4 × 2 × 10 b. 3 × 30 = 3 × 3 × 10
= 4 × 2 × 10 = 3 × 3 × 10
= ______ × 10 = _____ × 10
= ______ = _____
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 254
multiply by multiples of 10.
Name Date
× 10 × 10
a. (2 × 5) × 10 b. 2 × (5 × 10)
= _______ = _______
× 10 × 10
c. (4 × 5) × 10 d. 4 × (5 × 10)
= _______ = _______
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 255
multiply by multiples of 10.
2. Solve. Place parentheses in (c) and (d) as needed to find the related fact.
a. 3 × 20 = 3 × (2 × 10) b. 3 × 30 = 3 × (3 × 10)
= (3 × 2) × 10 = (3 × 3) × 10
= 6 × 10 = ______ × 10
= ______ = ______
c. 3 × 40 = 3 × (4 × 10)
d. 3 × 50 = 3 × 5 × 10
= 3 × 4 × 10
= 3 × 5 × 10
= ______ × 10
= ______ × 10
= ______
= ______
Lesson 20: Use place value strategies and the associative property
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to 256
multiply by multiples of 10.
Lesson 21
Objective: Solve two-step word problems involving multiplying single-digit
factors and multiples of 10.
Note: This Sprint reviews Lesson 19, which involved multiplying single-digit numbers by multiples of 10.
T: On your personal white board, copy the number sentence. Then, write in parentheses and solve.
S: (Write as shown in the box.)
Continue with the following possible sequence: 3 × 30 = 3 × 3 × 10 and 2 × 50 = 2 × 5 × 10.
Place one card face down on each student’s desk. At the prompt of “Go!,” each student Template
solves his or her problem. Students then line up as a class, ordering their products from
least to greatest. Instruct students to complete these tasks silently and quickly. Let
them know that they will be timed and that extra time will be added as a penalty if they
are too noisy.
T: It took you 4 minutes and 13 seconds to find the products and order them
from least to greatest. How do we find the total number of seconds it took
to complete this activity?
S: Add the total seconds in 4 minutes to 13 seconds. We need
to know how many seconds are in 1 minute first.
T: There are 60 seconds in 1 minute. Draw and label a
tape diagram to show the total number of seconds in NOTES ON
4 minutes. Label the unknown as n. Then, check with
STANDARDS
a partner.
ALIGNMENT:
S: (Draw and label. Then, check with a partner.)
The time used in this problem,
T: Write an equation. Then, solve. 4 minutes and 13 seconds, is an
S: (Write 4 × 60 = n, n = 240.) arbitrary time used to demonstrate
T: Discuss with a partner the strategy you used to solve how to solve this problem. Be sure to
4 × 60. use the actual time it takes the class to
complete the activity. Seconds are part
T: (After discussion, call on some students to share.)
of the Grade 4 standard 4.MD.1.
S: I thought of it as 4 × 6 tens, which equals 24 tens.
And, 24 tens is 240. I thought of it as (4 × 6) × 10,
which is 24 × 10, which equals 240. It’s like 24 tens
is 10 tens + 10 tens + 4 tens or 100 + 100 + 40 = 240.
T: Four minutes is equal to how many seconds?
S: 240 seconds.
T: Whisper the next step to your partner.
S: Add 13 seconds to 240 seconds.
T: Add a unit of 13 to your diagram and label the total
number of seconds using t for the unknown.
Then, solve for t. How many seconds did it take you to
complete the activity?
S: 253 seconds!
Project the following problems on the board and invite students to problem solve independently or in pairs
using the RDW process:
Each day Andrea does 25 squats to warm up for
gymnastics practice and 15 squats to cool down after
practice. How many squats does she do in all when NOTES ON
she practices Monday through Friday? MULTIPLE MEANS
MP.1 OF ENGAGEMENT:
Benny gets $5 a week for allowance. After saving his
money for 20 weeks, how much more does Benny Give English language learners and
others practice reading aloud the word
need to buy a bike that costs $108?
problems on the Problem Set.
Genevieve makes 43 bracelets. She gives 13 bracelets To improve understanding, have
away as gifts and sells the rest for $4 each. How much students read the problems to their
money does Genevieve make in all? partners and paraphrase what the
question asks them to find.
The above problems represent a variety of two-step word
problem types and provide varied practice for the students.
A
Number Correct: _______
Multiply by Multiples of 10
1. 2×3= 23. 8 × 40 =
2. 2 × 30 = 24. 80 × 4 =
3. 20 × 3 = 25. 9×6=
4. 2×2= 26. 90 × 6 =
5. 2 × 20 = 27. 2×5=
6. 20 × 2 = 28. 2 × 50 =
7. 4×2= 29. 3 × 90 =
8. 4 × 20 = 30. 40 × 7 =
9. 40 × 2 = 31. 5 × 40 =
11. 50 × 3 = 33. 70 × 6=
12. 3 × 50 = 34. 8 × 70 =
14. 40 × 4 = 36. 9 × 70 =
15. 4 × 40 = 37. 50 × 6 =
17. 6 × 30 = 39. 9 × 80 =
18. 60 × 3 = 40. 60 × 8 =
20. 70 × 5 = 42. 5 × 80 =
21. 7 × 50 = 43. 60 × 9 =
B
Number Correct: _______
Improvement: _______
Multiply by Multiples of 10
1. 4×2= 23. 9 × 40 =
2. 4 × 20 = 24. 90 × 4 =
3. 40 × 2 = 25. 8×6=
4. 3×3= 26. 80 × 6 =
5. 3 × 30 = 27. 5×2=
6. 30 × 3 = 28. 5 × 20 =
7. 3×2= 29. 3 × 80 =
8. 3 × 20 = 30. 40 × 8 =
9. 30 × 2 = 31. 4 × 50 =
11. 50 × 5 = 33. 90 × 6 =
12. 5 × 50 = 34. 6 × 70 =
14. 40 × 3 = 36. 7 × 70 =
15. 4 × 30 = 37. 60 × 5 =
17. 7 × 30 = 39. 7 × 80 =
18. 70 × 3 = 40. 80 × 6 =
20. 60 × 4 = 42. 8 × 50 =
21. 6 × 40 = 43. 80 × 9 =
Name Date
Use the RDW process to solve each problem. Use a letter to represent the unknown.
1. There are 60 seconds in 1 minute. Use a tape diagram to find the total number of seconds in 5 minutes
and 45 seconds.
2. Lupe saves $30 each month for 4 months. Does she have enough money to buy the art supplies below?
Explain why or why not.
Art Supplies
$142
3. Brad receives 5 cents for each can or bottle he recycles. How many cents does Brad earn if he recycles
48 cans and 32 bottles?
4. A box of 10 markers weighs 105 grams. If the empty box weighs 15 grams, how much does each marker
weigh?
5. Mr. Perez buys 3 sets of cards. Each set comes with 18 striped cards and 12 polka dot cards. He uses
49 cards. How many cards does he have left?
6. Ezra earns $9 an hour working at a book store. She works for 7 hours each day on Mondays and
Wednesdays. How much does Ezra earn each week?
Name Date
Use the RDW process to solve. Use a letter to represent the unknown.
Frederick buys a can of 3 tennis balls. The empty can weighs 20 grams, and each tennis ball weighs 60 grams.
What is the total weight of the can with 3 tennis balls?
Name Date
Use the RDW process for each problem. Use a letter to represent the unknown.
1. There are 60 minutes in 1 hour. Use a tape diagram to find the total number of minutes in 6 hours and
15 minutes.
2. Ms. Lemus buys 7 boxes of snacks. Each box has 12 packets of fruit snacks and 18 packets of cashews.
How many snack packets does she buy altogether?
3. Tamara wants to buy a tablet that costs $437. She saves $50 a month for 9 months. Does she have
enough money to buy the tablet? Explain why or why not.
4. Mr. Ramirez receives 4 sets of books. Each set has 16 fiction books and 14 nonfiction books. He puts
97 books in his library and donates the rest. How many books does he donate?
5. Celia sells calendars for a fundraiser. Each calendar costs $9. She sells 16 calendars to her family
members and 14 calendars to the people in her neighborhood. Her goal is to earn $300. Does Celia reach
her goal? Explain your answer.
6. The video store sells science and history movies for $5 each. How much money does the video store
make if it sells 33 science movies and 57 history movies?
30 × 6 = 9 × 60 = 40 × 2 = 10 × 6 =
70 × 3 = 50 × 6 = 80 × 9 = 20 × 5 =
8 × 30 = 3 × 30 = 5 × 50 = 4 × 40 =
6 × 80 = 70 × 7 = 20 × 7 = 10 × 7 =
90 × 7 = 2 × 60 = 50 × 7 = 80 × 5 =
60 × 6 = 9 × 50 = 30 × 9 = 4 × 80 =
Name Date
1. Aunt Korina and her 3 friends decide to share a cab to go to the mall. If they each spent $6, how much
did the cab ride cost altogether? Write an equation using a letter to represent the unknown. Solve.
2. Aunt Korina’s 3 friends each order pasta and a lemonade for lunch. Lunch Menu
Aunt Korina orders only chicken salad.
a. Use the menu to find how much they spend altogether. Pasta $7
Write equations using letters to represent the unknown. Solve.
Chicken Salad $9
Lemonade $2
b. Aunt Korina mentally checks the total using 4 × $9. Explain her strategy.
3. After lunch, the friends notice a sale. Compare the crossed out prices to the new sale prices. If all sale
prices are calculated in the same way, what would the sale price be on an item that originally cost $24?
Use words and equations to explain how you know.
b. Aunt Korina figures out how many books are in the arrangement. Her work is shown below.
Explain Aunt Korina’s strategy.
10 × 10 – 10 = 90
c. In the book store, Aunt Korina buys 3 boxes of pens. Each box contains 2 bundles of 10 gray pens.
Her friend buys 6 packs of pens. Each pack contains 10 black pens. Explain how the equation below
shows how Aunt Korina and her friend buy the same number of pens.
6 × 10 = 3 × 2 × 10
5. Complete as many problems as you can in 100 seconds. The teacher will time you and tell you when to
stop.
4 Student is unable to Student answers one Student answers two Student clearly:
answer any question question correctly. questions correctly. Writes 10 × 9 = n;
correctly. Mistakes may include: n = 90 books.
3.OA.3
Providing inaccurate Provides accurate
3.OA.4 explanations in explanation of the
3.OA.5 Parts (a) or (b). equation in Part (a).
3.OA.8 Inability to explain Provides accurate
3.OA.9 why the equations explanation of the
3.NBT.3 are equal in Part (c). 9 = 10 – 1 pattern in
Part (b).
Provides accurate
explanation of the
associative property
of multiplication in
Part (c) to find 60
pens altogether.
5 Use the attached sample work to correct students’ answers on the fluency page of the assessment.
3.OA.7 Students who answer 30 or more questions correctly within the allotted time pass this portion of the
assessment. For students who do not pass, consider re-administering this fluency page with each
subsequent End-of-Module Assessment until they are successful.
Analyze the mistakes students make on this assessment to further guide fluency instruction. Below are
possible questions to ask as part of this analysis:
Did this student struggle with multiplication, division, or both?
Did this student struggle with a particular factor?
Did the student consistently miss problems with the unknown in a particular position?
3
GRADE
Mathematics Curriculum
GRADE 3 • MODULE 3
Answer Key
GRADE 3 • MODULE 3
Multiplication and Division with Units of 0, 1, 6–9, and
Multiples of 10
Lesson 1
Sprint
Side A
1. 2 12. 6 23. 14 34. 16
2. 4 13. 9 24. 25 35. 18
3. 6 14. 5 25. 30 36. 35
4. 4 15. 10 26. 35 37. 40
5. 8 16. 15 27. 20 38. 45
6. 12 17. 7 28. 24 39. 28
7. 6 18. 14 29. 28 40. 32
8. 12 19. 9 30. 15 41. 36
9. 8 20. 18 31. 18 42. 21
10. 16 21. 10 32. 21 43. 24
11. 3 22. 12 33. 14 44. 27
Side B
1. 5 12. 4 23. 35 34. 40
2. 10 13. 6 24. 10 35. 45
3. 15 14. 4 25. 12 36. 14
4. 3 15. 8 26. 14 37. 16
5. 6 16. 12 27. 15 38. 18
6. 9 17. 6 28. 18 39. 21
7. 7 18. 12 29. 21 40. 24
8. 14 19. 8 30. 20 41. 27
9. 9 20. 16 31. 24 42. 28
10. 18 21. 25 32. 28 43. 32
11. 2 22. 30 33. 35 44. 36
Problem Set
1. a. Answers will vary. 3. a. 7
b. 14; 3; 28; 35; 6 b. sixes; 18
2. 24, 4, 6; 24, 6, 4 c. tens; 80
d. 6; 24
e. 5; 40
f. 4; 4
g. 1; 27
h. 9; 36
i. 3; 32
j. 5; 30
k. 7; 3; 21
l. 5; 5; 20
Exit Ticket
1. 28, 4, 7; 28, 7, 4
2. Explanations will vary.
Homework
1. a. 9; 4; 15; 6; 21
b. 5; 6; 28; 32; 36
c. 30; 7; 8; 9; 50
2. 24, 4, 6; 24, 6, 4
24, 3, 8; 24, 8, 3
3. Expressions accurately matched
4. a. 6
b. 3; 18
c. 8; 32
d. 7; 7
e. 7, 2; 14
f. 5; 30
Lesson 2
Sprint
Side A
1. 4 12. 16 23. 30 34. 12
2. 6 13. 16 24. 30 35. 12
3. 6 14. 18 25. 35 36. 18
4. 8 15. 18 26. 35 37. 18
5. 8 16. 20 27. 40 38. 21
6. 10 17. 20 28. 40 39. 21
7. 10 18. 15 29. 45 40. 24
8. 12 19. 15 30. 45 41. 24
9. 12 20. 20 31. 50 42. 27
10. 14 21. 20 32. 50 43. 27
11. 14 22. 25 33. 9 44. 16
Side B
1. 10 12. 40 23. 12 34. 12
2. 10 13. 40 24. 12 35. 12
3. 15 14. 45 25. 14 36. 18
4. 15 15. 45 26. 14 37. 18
5. 20 16. 50 27. 16 38. 21
6. 20 17. 50 28. 16 39. 21
7. 25 18. 4 29. 18 40. 24
8. 30 19. 6 30. 18 41. 24
9. 30 20. 6 31. 20 42. 27
10. 35 21. 8 32. 20 43. 27
11. 35 22. 8 33. 9 44. 16
Problem Set
1. Sevens; 7, 7; 35
5, 1; 7; 42; 6, 7, 42; 7, 6, 42
2. a. Eights; 8, 8; 40
b. 48; answers will vary.
3. 63
4. 4
5. No; explanations will vary.
Exit Ticket
42; answers will vary.
Homework
1. 5 nines; 9, 9; 45
5, 1; 9; 54; 6, 9, 54; 9, 6, 54
2. 42
3. 6
4. 3
Lesson 3
Problem Set
1. e = 20; l = 7; i = 6; c = 3; s = 4; n= 10; t = 70; k = 9; b = 2; a = 24; h = 5; kitchen tables
2. a. m = $24
b. c = $6
3. 4, n, 28; 28, 4, n; n = 7; 7 loaves of bread
4. Shorter game: 10 minutes; longer game: 22 minutes
Exit Ticket
1. 45
2. 5
3. 3
4. 28
5. 3, n, 15; 15, 3, n; n = 5; 5 rose bushes
Homework
1. a. 40, 50, 70, 80, 100
b. e = 30; f = 40; p = 50; w = 60; n = 70; g = 80
2. n = 4; a = 4; p = 5; c = 3; d = 6; h = 35; f = 18; y = 8
3. a. b = $28
b. c = $2; answers will vary.
4. 50 m; answers will vary.
Lesson 4
Problem Set
1. 12, 24, 42, 54; each number matched to its corresponding multiplication fact
2. 12, 18, 24; 4, 24; 24, 4
3. 12, 18, 24, 30, 36, 42; 7, 42; 42, 7
4. a. 12, 24, 18, 18, 36, 18, 30, 42
b. 8; 8
5. No; explanations will vary.
Exit Ticket
1. 54; explanations will vary.
2. a. 48
b. 9
Homework
1. a. 12
b. 18
c. 20, 4, 24
d. 20, 10, 30
e. 36
f. 40, 2, 42
g. Answers will vary; 48
h. Answers will vary; 54
i. Answers will vary; 60
2. 12, 18, 24, 30; 5, 30; 30, 5
3. 12, 18, 24, 30, 36; 6, 36; 36, 6
4. 8; answers will vary.
Lesson 5
Pattern Sheet
6 12 18 24
30 6 12 6
18 6 24 6
30 6 12 18
12 24 12 30
12 6 12 18
6 18 12 18
24 18 30 18
24 6 24 12
24 18 24 30
24 30 6 30
12 30 18 30
24 12 24 18
30 18 12 24
18 30 12 24
Problem Set
1. 14, 28, 35, 56, 63, 70
42, 6; 21, 3; 56, 8; 49, 7; 7, 1; 70, 10; 63, 9; 28, 4; 14, 2; 35, 5
2. 21, 35, 49, 56, 70
a. 3, 21; 21, 3
b. 5, 35; 35, 5
c. 7, 49; 49, 7
d. 8, 56; 56, 8
e. 10, 70; 70, 10
3. Explanations will vary.
4. Both are correct; explanations will vary.
Exit Ticket
21, 35, 49, 56, 70
a. 1, 7; 7, 1
b. 2, 14; 14, 2
c. 3, 21; 21, 3
d. 4, 28; 28, 4
e. 5, 35; 35, 5
f. 6, 42; 42, 6
g. 7, 49; 49, 7
h. 8, 56; 56, 8
i. 9, 63; 63, 9
j. 10, 70; 70, 10
Homework
1. a. 14
b. 20, 1, 21
c. 20, 8, 28
d. 30, 5, 35
e. 40, 2, 42
f. 40, 9, 49
g. 50, 6, 56; answers may vary.
h. 60, 3, 63; answers may vary.
2. 70, 63, 56, 42, 35, 21, 14
70, 63, 56, 49, 42, 35, 28, 21, 14, 7
70, 10; 63, 9; 56, 8; 49, 7; 42, 6; 35, 5; 28, 4; 21, 3; 14, 2; 7, 1
Lesson 6
Pattern Sheet
6 12 18 24
30 36 42 48
54 60 30 36
30 42 30 48
30 54 30 60
36 30 36 42
36 48 36 54
36 42 36 42
48 42 54 42
48 36 48 42
48 54 54 36
54 42 54 48
54 48 36 54
42 54 36 48
54 42 36 48
Problem Set
Exit Ticket
1. 8; answers will vary.
2. Both are correct; explanations will vary.
Homework
1. a. Tape diagrams accurately labeled; 42; 35; 1, 7; 7, 42
b. Tape diagrams accurately labeled; 49; 35; 2, 14; 14, 49
c. Tape diagrams accurately labeled; 56; 35; 3, 21; 3; 3; 21; 56
d. Tape diagrams accurately labeled; 63; 35; 4, 28; 4; 4; 28; 63
2. 24; 24; 4; 9
3. 21; 35, 7; 21, 7; 3; 8
4. 7; explanations will vary.
5. Yes; explanations will vary.
Lesson 7
Pattern Sheet
7 14 21 28
35 7 14 7
21 7 28 7
35 7 14 21
14 28 14 35
14 7 14 21
7 21 14 21
28 21 35 21
28 7 28 14
28 21 28 35
28 35 7 35
14 35 21 35
28 14 28 21
35 21 14 28
21 35 14 28
Problem Set
Exit Ticket
1. 42; equations may vary.
2. $8; equations may vary.
Homework
1. Words matched to corresponding equations
2. a. m = $42; tape diagram drawn and labeled; equations may vary.
b. p = 36; tape diagram drawn and labeled; equations may vary.
3. n = 4; tape diagram drawn and labeled; equations may vary.
Lesson 8
Pattern Sheet
7 14 21 28
35 42 49 56
63 70 35 42
35 49 35 56
35 63 35 70
42 35 42 49
42 56 42 63
42 49 42 49
56 49 63 49
56 42 56 49
56 63 63 42
63 49 63 56
63 56 42 63
49 63 42 56
63 49 42 56
Problem Set
1. a. 14 2. a. (16 – 4) + 7 = 19
b. 2 b. 16 – (4 + 7) = 5
c. 5 c. 2 = 22 – (15 + 5)
d. 11 d. 12 = (22 – 15) + 5
e. 30 e. (3 + 7) × 6 = 60
f. 15 f. 3 + (7 × 6) = 45
g. 20 g. 5 = (10 ÷ 10) × 5
h. 26 h. 50 = (100 ÷ 10) × 5
i. 10 i. (26 – 5) ÷ 7 = 3
j. 2 j. 36 = 4 × (25 – 16)
k. 14 3. Chad used (24 ÷ 4) + 2 = 8;
l. 8 Samir used 24 ÷ (4 + 2) = 4.
m. 10 4. 12 + (15 ÷ 3) = 17
n. 2 5. 13; 20
o. 37
p. 9
Exit Ticket
1. a. 24 = (32 – 14) + 6
b. 12 = 32 – (14 + 6)
c. (2 + 8) × 7 = 70
d. 2 + (8 × 7) = 58
2. Marcos used (24 ÷ 6) + 2 = 6; Iris used 24 ÷ (6 + 2) = 3.
Homework
1. a. 0 3. a. Answer provided
b. 6 b. True
c. 8 c. False
d. 12 d. True
e. 42 e. False
f. 22 4. Explanations may vary.
g. 12 5. (4 × 7) – 3 = 25
h. 2 6. Agree; answers will vary.
2. a. 14 – (8 + 2) = 4
b. (14 – 8) + 2 = 8
c. 2 + (4 × 7) = 30
d. (2 + 4) × 7 = 42
e. 12 = (18 ÷ 3) × 2
f. 3 = 18 ÷ (3 × 2)
g. 5 = 50 ÷ (5 × 2)
h. 20 = (50 ÷ 5) × 2
Lesson 9
Application Problems
1. a. 17 5. a. 25
b. 17 b. 13
Circled 6. a. 8
2. a. 24 b. 2
b. 24 7. a. 7
Circled b. 1
3. a. 10 8. a. 36
b. 10 b. 8
Circled
4. a. 16
b. 16
Circled
Problem Set
1. a. 36 2. a. Answer provided.
b. 9; 36 b. 4; 28
c. 42 c. 9, 4; 36
d. 3, 2; 6, 7; 42 d. 6, 7; 42
e. 5, 9; 45
f. 5, 6; 30
3. Explanations will vary.
Exit Ticket
54; explanations will vary.
Homework
1. a. 48 2. a. 6, 42
b. 2; 6, 8; 48 b. 9, 36
c. 72 3. a. Answer provided.
d. 2; 8, 9; 72 b. 60; 6 × (5 × 2)
c. 70; 7 × (5 × 2)
d. 80; 8 × (5 × 2)
Lesson 10
Problem Set
1. a. Array accurately labeled; 64; 40; 3, 24; 3; 3; 24; 64
b. Array accurately labeled; 72; 40; 4, 32; 4; 4; 32; 72
2. 16; 2; 7
3. 32 ÷ 8; 32; 4; 9
4. 24, 32, 40, 48, 56, 64, 72; 72
5. Answer provided; 48; 24; 80; 64; 56
6. Answer provided; 4; 2; 8; 6; 9
Exit Ticket
56; strategy accurately used to solve
Homework
1. Array accurately labeled; 56; 35; 3, 21; 3; 3; 21; 56
2. 32; 4; 9
3. 16, 24, 32, 40, 48, 56, 64, 72, 80; 72, 40, 64, 48, 56
4. 2; 5; 4; 6; 7; 9
Lesson 11
Pattern Sheet
8 16 24 32
40 8 16 8
24 8 32 8
40 8 16 24
16 32 16 40
16 8 16 24
8 24 16 24
32 24 40 24
32 8 32 16
32 24 32 40
32 40 8 40
16 40 24 40
32 16 32 24
40 24 16 32
24 40 16 32
Problem Set
Exit Ticket
a. Tape diagram drawn and labeled; p = 7
b. 38
Homework
1. Tape diagram drawn and labeled; c = 70
2. Tape diagram drawn and labeled; v = 6
3. m=7
4. 54
5. 10
6. $18
Lesson 12
Pattern Sheet
8 16 24 32
40 48 56 64
72 80 40 48
40 56 40 64
40 72 40 80
48 40 48 56
48 64 48 72
48 56 48 56
64 56 72 56
64 48 64 56
64 72 72 48
72 56 72 64
72 64 48 72
56 72 48 64
72 56 48 64
Problem Set
1. a. 54; 9; 9; 54
b. 63; 2, 18; 2; 2; 18; 63
c. 72; 45; 3, 27; 3; 3, 9; 27; 72
d. 81; 45; 4, 36; 4; 4, 9; 36; 81
2. a. 54; 60; 54
b. 63; 70; 63
c. 72; 80; 72
d. 81; 90, 9; 81
3. 36; answers will vary.
4. Products and quotients matched
Exit Ticket
1. 6, 1; 9, 1, 9; 9; 54
2. Picture models equation; explanations may vary.
Homework
1. a. 54; 24; 24; 54
b. 63; 35; 4, 28; 4; 4; 28; 63
c. 72; 40; 4, 32; 4; 4, 8; 32; 72
d. 81; 45; 4, 36; 4; 4, 9; 36; 81
2. a. Answer provided
b. 60; 54; 9 × 6
c. 70; 63; 9 × 7
d. 80; 72; 9 × 8
e. 90, 9; 81; 9 × 9
f. 40, 4; 36; 9 × 4
Lesson 13
Sprint
Side A
1. 16 12. 56 23. 10 34. 8
2. 24 13. 64 24. 4 35. 7
3. 32 14. 72 25. 3 36. 9
4. 40 15. 80 26. 10 37. 6
5. 8 16. 8 27. 5 38. 8
6. 2 17. 7 28. 8 39. 88
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 96
9. 8 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 112
11. 48 22. 2 33. 9 44. 14
Side B
1. 8 12. 48 23. 6 34. 7
2. 16 13. 56 24. 10 35. 8
3. 24 14. 64 25. 3 36. 9
4. 32 15. 72 26. 2 37. 6
5. 40 16. 7 27. 8 38. 7
6. 3 17. 6 28. 10 39. 88
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 96
9. 8 20. 9 31. 8 42. 12
10. 5 21. 2 32. 4 43. 104
11. 80 22. 5 33. 9 44. 13
Problem Set
1. a. 18, 27, 45, 54, 63, 81, 90 3. a. +10, –1
b. +1 b. 99; 108; 117; 126
c. –1 c. 54; 63; strategy accurately used to solve
2. a. Answer provided d. Answers will vary.
b. 18 4. a = 6; g = 9; d = 8; o = 90; e = 7; n = 3; s = 4;
c. 28; 27; 27 t = 2; i = 45
d. 37; 36; 36 Add a “g” and it’s gone!
e. 46; 45; 45
f. 55; 54; 54
g. 64; 63; 63
h. 73; 72; 72
i. 82; 81; 81
j. 91; 90; 90
Exit Ticket
1. 64; 63; 63 2. Answers will vary.
82; 81; 81
Homework
1. a. 81, 63, 54, 45, 27, 18, 9 3. a. 10; 9; 9
b. –1 b. 19; 18; 18
c. +1 c. 28; 27; 27
2. a = 2; m = 27; e = 5; f = 36; d = 9; w = 54; s = 10; d. 37; 36; 36
k = 72 e. 46; 45; 45
f. 55; 54; 54
g. 64; 63; 63
h. 73; 72; 72
i. 82; 81; 81
j. 91; 90; 90
4. Answers will vary; 99; 108; 117
Lesson 14
Pattern Sheet
9 18 27 36
45 9 18 9
27 9 36 9
45 9 18 27
18 36 18 45
18 9 18 27
9 27 18 27
36 27 45 27
36 9 36 18
36 27 36 45
36 45 9 45
18 45 27 45
36 18 36 27
45 27 18 36
27 45 18 36
Problem Set
Exit Ticket
Answers will vary.
Homework
1. a. Answer provided 2. Answers will vary.
Answer provided 3. 54; explanations will vary.
72, 7, 2, 9 4. Correct; answers will vary.
63, 6, 3, 9
54, 5, 4, 9
45, 4, 5, 9
36, 3, 6, 9
27, 2, 7, 9
18, 1, 8, 9
9, 0, 9, 9
b. Answers will vary.
Lesson 15
Pattern Sheet
9 18 27 36
45 54 63 72
81 90 45 54
45 63 45 72
45 81 45 90
54 45 54 63
54 72 54 81
54 63 54 63
72 63 81 63
72 54 72 63
72 81 81 54
81 63 81 72
81 72 54 81
63 81 54 72
81 63 54 72
Problem Set
Exit Ticket
1. 4 L; solution includes an unknown
2. 19; solution includes an unknown
Homework
1. Tape diagram drawn and labeled; 36 ÷ 9 = a; a = 4
2. 5; solution includes an unknown
3. $63; solution includes an unknown
4. 9m
5. 54
6. 3
Lesson 16
Sprint
Side A
1. 18 12. 63 23. 10 34. 8
2. 27 13. 72 24. 2 35. 7
3. 36 14. 81 25. 3 36. 9
4. 45 15. 90 26. 10 37. 6
5. 9 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 99
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 108
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 126
11. 54 22. 1 33. 9 44. 14
Side B
1. 9 12. 54 23. 2 34. 7
2. 18 13. 63 24. 10 35. 8
3. 27 14. 72 25. 3 36. 9
4. 36 15. 81 26. 2 37. 6
5. 45 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 99
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 108
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 117
11. 90 22. 5 33. 9 44. 13
Problem Set
1. a. 6 2. Equations matched to solutions
b. 0 3. 1, 2, 3, 4, 5, 6, 7, 8, 9, n
c. 1 Answers will vary.
d. 1 4. a. n ÷1 = n
e. 0 b. 6 ÷ 1 = 6; picture drawn
f. Any number c. 6 × 1 = 6
g. 4 5. a. Explanations may vary.
h. 3 b. Explanations may vary.
c. Explanations may vary.
Exit Ticket
1. a. 5 2. No; explanations may vary.
b. 1
c. 0
d. 0
e. 9
f. 8
Homework
1. a. 4 2. Equations matched to solutions
b. 0 3. a. Answer provided
c. 5 b. True
d. 0 c. True
e. 1 d. True
f. 0 e. False
g. 0 f. True
h. 0 g. True
i. 1 h. False
j. 1 4. a. n × 1 = n
k. 1 b. Answers will vary.
l. 9
Lesson 17
Problem Set
1. Products accurately recorded
a. Even-product squares colored; Yes
b. No
c. Explanations may vary.
d. 112
2. a. Products accurately labeled
b. Arrays accurately drawn; 5, 7, 9, 11
c. Answers may vary.
d. Explanations may vary.
Exit Ticket
1. 96
2. Explanations will vary.
Homework
1. a. Products accurately recorded
b. Even factors accurately identified
c. Explanations may vary.
d. Odd; even; even; examples will vary.
e. Explanations may vary.
f. 64
2. a. Answer provided
b. 16 = 4 × 4
c. 36 = 6 × 6
d. 64 = 8 × 8
e. 100 = 10 × 10
Lesson 18
Sprint
Side A
1. 2 12. 0 23. 1 34. 0
2. 3 13. 0 24. 1 35. 1
3. 4 14. 0 25. 1 36. 0
4. 9 15. 0 26. 0 37. 0
5. 0 16. 1 27. 7 38. 0
6. 0 17. 1 28. 0 39. 1
7. 0 18. 1 29. 1 40. 79
8. 1 19. 1 30. 0 41. 0
9. 1 20. 1 31. Any number 42. 96
10. 1 21. 5 32. 1 43. 1
11. 1 22. 0 33. 24 44. 0
Side B
1. 3 12. 0 23. 1 34. 0
2. 4 13. 0 24. 1 35. 1
3. 5 14. 0 25. 1 36. 0
4. 8 15. 0 26. 0 37. 0
5. 0 16. 1 27. 9 38. 0
6. 0 17. 1 28. 0 39. 1
7. 0 18. 1 29. 1 40. 78
8. 1 19. 1 30. 0 41. 0
9. 1 20. 1 31. 1 42. 97
10. 1 21. 6 32. Any number 43. 1
11. 1 22. 0 33. 34 44. 0
Problem Set
1. 27 cm; solution includes model, equation, and explanation.
2. 57 min; solution includes model, equation, and explanation.
3. 8; solution includes model, equation, and explanation.
4. 6; solution includes model, equation, and explanation.
5. 9 g; solution includes model, equation, and explanation.
Exit Ticket
117 minutes; solution includes model, equation, and explanation.
Homework
1. 34 kg; solution includes model, equation, and explanation.
2. 57 min; solution includes model, equation, and explanation.
3. 33; solution includes model, equation, and explanation.
4. 7; solution includes model, equation, and explanation.
5. 8 cm; solution includes model, equation, and explanation.
6. $8; solution includes model, equation, and explanation.
Lesson 19
Problem Set
1. a. 12; 12 3. a. 14
b. 12; 120 b. 14
2. a. 8; 8 c. 24
b. 8; 80 d. 24
c. 15; 15 e. 300
d. 15; 150 f. 320
e. 20; 20 g. 280
f. 20; 200 h. 400
4. 240; tape diagram models equation.
Exit Ticket
1. 30, 30; 30, 300
2. a. 80
b. 240
Homework
1. a. 9; 9 3. Products matched to corresponding solutions
b. 9; 90 4. 240; tape diagram models equation.
2. a. 10; 10
b. 10; 100
c. 25; 25
d. 25; 250
Lesson 20
Problem Set
1. a. Answer provided
b. 80
c. 15; 150
d. 5; 150
2. Answer provided
9; 90
6; 60
10; 100
3. Explanations will vary.
Exit Ticket
1. a. (4 × 2) × 10; 8; 80
b. (3 × 3) × 10; 9; 90
2. Explanations will vary.
Homework
1. a. 100 2. a. 60
b. 100 b. 9; 90
c. 20; 200 c. 12; 120
d. 5; 200 d. 15; 150
3. Explanations will vary.
Lesson 21
Sprint
Side A
1. 6 12. 150 23. 320 34. 560
2. 60 13. 16 24. 320 35. 480
3. 60 14. 160 25. 54 36. 630
4. 4 15. 160 26. 540 37. 300
5. 40 16. 18 27. 10 38. 640
6. 40 17. 180 28. 100 39. 720
7. 8 18. 180 29. 270 40. 480
8. 80 19. 35 30. 280 41. 490
9. 80 20. 350 31. 200 42. 400
10. 15 21. 350 32. 360 43. 540
11. 150 22. 32 33. 420 44. 810
Side B
1. 8 12. 250 23. 360 34. 420
2. 80 13. 12 24. 360 35. 360
3. 80 14. 120 25. 48 36. 490
4. 9 15. 120 26. 480 37. 300
5. 90 16. 21 27. 10 38. 480
6. 90 17. 210 28. 100 39. 560
7. 6 18. 210 29. 240 40. 480
8. 60 19. 24 30. 320 41. 630
9. 60 20. 240 31. 200 42. 400
10. 25 21. 240 32. 640 43. 720
11. 250 22. 36 33. 540 44. 630
Problem Set
1. 345 seconds; tape diagram models equation
2. No; explanations will vary; solution includes model and equation with unknown.
3. 400¢; solution includes model and equation with unknown.
4. 9 g; solution includes model and equation with unknown.
5. 41; solution includes model and equation with unknown.
6. $126; solution includes model and equation with unknown.
Exit Ticket
200 g; solution includes model and equation with unknown.
Homework
1. 375 minutes; solution includes model and equation with unknown.
2. 210; solution includes model and equation with unknown.
3. Yes; explanations will vary; solution includes model and equation with unknown.
4. 23; solution includes model and equation with unknown.
5. No; explanations will vary; solution includes model and equation with unknown.
6. $450; solution includes model and equation with unknown.